
? A.S.B ARNES &C0* 

NEW YORK 2c CH ICAGO 


/Af. 












BENET’S INDIVIDUAL CLASS RECORD. 


The pupil will daily record his {or her) number or standing in the class , and the aggre¬ 
gate^ with average, will shoiv the standing for the month. This sheet should be pasted 
inside the front cover of the text-book. 


in. 


7 

137 

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Entered according to Act of Congress, in the year 18J0, by A. S. Barnks k Co., in the Office of the 
.■v Librarian of Congress, at Washington. 














































































































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descriptive Catalogue Jj'r.ce to (poachers. 

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PARKER Sc WATSON'S SERIES. 

The lower numbers of this reading series are remarkable for the “ word-building system,” 
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those whioh, having used the original series for a long period, desiro a change of selection, 
an “ Independent Series ” of slightly lower grade has been prepared, as alternates or substi¬ 
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CLARK'S DIAGRAM GRAMMAR. 

Will eventually supersede all others. No other system makes the study so pre-eminently 
interesting, its principal peculiarity is the device for confirming oral and writton in¬ 
struction in the parts of speech, their relations, etc., by appeals to the eye, and the faculty 
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Nortiiend’s Child’s Speaker. I Nortiiend’s National Orator. 

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nw(,c L 

NATIONAL SERIES. 



English Grammar 


FOR BEGINNERS, 

WITH 


ILLUSTRATIONS AND DIAGRAMS. 




BY 

J 


/ft CF ' 

-•V s COPYRIGHT 
A- 


STEPHEN W. CLARK, A.M., 


AUTHOR OF “ THE NORMAL GRAMMAR,” “ ANALYSIS OF THE ENGLISH LANGUAGE,” 
“GRAMMATIC CHART,” “KEY TO NORMAL GRAMMAR,” ETC. 


A. S. BARNES & COMPANY. 
NEW YORK & CHICAGO. 
1873. 




TE.'i"' 
V/3 




CLARK'S DIAGRAM SYSTEM. 


In view of the established success of this method of teaching Grammar, and its 
illustration in these pages, it only remains for the publishers to name the books 
prepared by Prof. S. W. Clark, on the Diagram Plan. 

Clark’s English Grammar for Beginners, introductory to the 

Normal Grammar. Beautifully illustrated. 16mo, 192 pp^, half bound. 
First published in 1872, and designed to take the place of the author’s 
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according to their offices, and their various relations to each other 
illustrated by a Complete System of Diagrams. 12mo, 334 pp.,.cloth. 
This work was published in 1870, and is designed to take the place 
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A Key to Clark’s Normal Grammar, containing Diagrams of all 

the Sentences for Analysis and Parsing found in the Grammar. 

Clark’s Analysis of the English Language— with a complete 

Classification of Sentences and Phrases, according to their Grammatic 
Structure. Designed as a Sequel to the Normal Grammar. 12mo, 182 
pp., half bound. 

Clark’s Grammatic Chart. Exhibiting the Analysis of Sentences, 
the Analysis of Phrases, the Classification and Modification of Words. 
Mounted. 

Welch’s Analysis of the English Sentence. Designed for Ad¬ 
vanced Classes in English Grammar. By A. S. Welch, A. M., late 
Principal of Michigan State Normal School, now President of Iowa 
Agricultural College. 12mo, 2G7 pp., half roau. 


Entered according to Act of Congress, in the year 1872, by 
A. S. BARNES & CO., 

In the Office of the Librarian of Congress, at Washington. 





PREFACE 


(( IV JT AMMA, wliy do you require me to. study Grammar ? It seems 

-LV-L- a pretty hard study for a little girl like me.” 

“ Grammar teaches the right use of language; and you should study 
it that you may know how to speak and write correctly.” 

“ But you have said that I do generally speak correctly. I some¬ 
times say f hadn’t ought,’ for ‘ ought not ’—* I done it,’ for ‘ I did it ’—‘ I 
would not have went,’ for ‘ I would not have gone ’—‘ every girl brought 
their doll/ for ‘ every girl brought her doll.’ These are nearly all the 
mistakes I have made lately; and if at any time I speak improperly, 
you can correct me, as you always do.” 

“ It is true we may learn how to speak and write correctly, by ob¬ 
serving how cultivated people speak; that is, we may learn the Art of 
language by imitation. But there is a Science of language as well as 
an Art. Our use of language is based on the Science ; and you will 
see the utility and the beauty of the Science, when you have learned 
it.” 

“ But, mamma, there are so many hard words used in the Grammar 
books, and so many things I cannot comprehend, that it seems to me I 
ought not to study Grammar until I am older.” 

“ Your difficulty arises not so much from the nature of the Science 
as from the usual method of presenting it. I suspect there is some¬ 
thing wrong in the books.”— Evenings at Home. 


What was “ wrong in the books ” we have endeavored here to make 
right. 

We have made many of the dry technicalities of Grammar give place 
to simpler expressions of common sense views of a beautiful science. . 

This book is written for boys and girls—written in the school-room 
—fitted and tested in class exercises. 

We begin—wh.ere the child most loves to begin—with Natural Lan¬ 
guage—Picture Language*—gradually incorporating Word Language 

* See cover, exhibiting the triple origin of our Language, and the corresponding 
progress in civilization of the nations—Anglo-Saxon, Norman, Roman—that con- 






VI 


PREFAC E. 


—first as teaching the same things as do the pictures* *—until at length 
the pupil has intelligently reached the province of Word Language, 
which has been made attractive through its association with the beau¬ 
tiful, speaking pictures. 

For thirty years it has been the author’s 

“ Delightful task, to rear the tender thought, 

And teach the young idea how to shoot” * 

His recollections of his own boyhood—his life-long companionship of 
boys—his lively sympathies in their habits of thought and methods of 
study, have enabled him to select and practice those methods of in¬ 
struction best adapted to their capacities and tastes. 

A good school-book makes the science or the art of which it treats 
attractive. It should be so fashioned in its statements of principles 
and facts as most fully to exhibit the beauty, the harmony, and the 
practicality of the Science. 

Nearly twenty years ago the author prepared a little book for chil¬ 
dren —■“ Clark’s First Lessons in Grammar ”—which has had an 
extensive circulation in every State in the Union, and seems to have 
been a special favorite with the children. But there was not enough 
of it—and it wanted Syntax. Hence this " English Grammar for 
Beginners ” —on the same plan—is designed to take the place of the 
“ First Lessons.” 

Teachers familiar with the “ First Lessons ” will recognize the im¬ 
provements in this book, in 

1st. A simplified Nomenclature and Definitions. 

2d. Abundant familiar facts given previous to the statement of Prin¬ 
ciples and Rules. 

8d. A more extended system of Diagrams for the Analysis, and Dia¬ 
grams for the Synthesis of Sentences. 

4th. Pictorial illustrations suggestive of the Elements of Sentences 
and of their modifications. 

5th. Careful selection and correction of the more common errors in 
the use of the Language— Syntax and False’ Syntax. 

The book contains a complete outline of the whole system of Gram¬ 
mar as taught in our schools. It is left for skillful Teachers to fill out 
the various topics here suggested, or—for more extended studies—to 
refer their pupils to Clark’s Normal Grammar. 

Maple Grove, Parma, 2V. 7., 1872. 


tributed to the force and beauty of our pure English, and to the political, social, and 
moral elevation of our race. 

* See pp. 9-12, 34, 45, 63, 73, 81, 89,125, and others. 



CONTENTS 


PART I. 


Introductory Exercises. 

Language— Picture Language—Word Language, 

Words— Naming Words—Declaring Words. 

Proposition— Sentence. 

Elements of Sentences —The Subject. 

The Predicate. 

The Object. 

Adjunct Elements. 

Adjective—Adverbial . 

Analysis of Sentences— Model. 

Diagrams —Rules for their use.. 

Parsing— Model... 

Phrase Elements. 

Classes—Offices. 

Grammatic Puzzles. 


PAGE 

. 9 
14 
. 15 
. 10 
. 18 
. 20 
. 23 
. 24 
. 30 
. 32 
. 37 
. 40 
. 45 
. 52 
. GO 


PART II. 


Words— Classes—Forms—Uses . 

Nouns —Classes. 

“ Modifications. 

Pronouns— Classes .. . 

“ Modifications . 

Verbs —Classes. 

“ Modifications—Voice—Mode 

“ “ * Tense. 

“ Participles. • 

“ Conjugation—Regular. 

“ “ Irregular. 

Adjectives— Classes. 

“ Modifications. 

Adverbs —Classes. 

Prepositions —List. 


64 

(55 

07 

81 

84 

89 

91 

94 

V2 

109 

115 

125 

127 

184 

140 



































Vlll 


CONTENTS 


PAGE 

Conjunctions— List. 144 

Exclamations. 147 

Words of Euphony..’...-..... 148 

Variable Offices of Words. 149 

Model Exercises in Analysis and Parsing..» 151 


PART III. 


Synthesis—S entence-making. 155 

Syntax of the Subject. 157 

Word Subject—Noun—Pronoun. 

Sentence Subject—Substantive. 

Syntax of Pronouns. .. 158 

Cautions. 160 

Syntax of the Predicate. 163 

The Right Modifications. 164 

Cautions. 170 

Predicate Nouns and Pronouns. 171 

Syntax of the Object. 172 

The Right Modification. 173 

Cautions. 174 

Syntax of Adjectives—T he Right Position. 176 

Cautions. 177 

Syntax of Adverbs—T he Right Position. 180 

Cautions. 181 

Syntax of Prepositions. 183 

The Right Word. 184 

Syntax of Conjunctions.. 185 


Composition— Prose—Poetry. 188 

Punctuation. 189 

Signs—Grammatical—Rhetorical.'.. 190 

Capital Letters. 192 


\ 


\ 



































ENGLISH GRAMMAR 


FOR BEGINNERS. 



Introductory iJxE^cigEg. 


CONVERSATIONAL. 


America. 

That word, standing alone, makes us think of what ? 

It makes us think of a Country . 

Why do ice think of a country when we see that word ? 
Because it is the name of a country. 






















10 


ENGLISH GRAMMAR 


Q America jf was discovered ^ 

Of what is something here said f 

Something is said of America. 

What is said of America? 

America was discovered. 

Columbus. 

For what is that word used ? 

It is used as the ?iame of a man. 

^ Columbus discovered America 

(a) 

Who discovered America ? 

Columbus discovered America, 

Columbus did what ? 

He discovered America.' 

What did Columbus discover ? 

Columbus discovered America . 

(b) 

Yihat word tells who discovered America ? 

The word “ Columbus ” tells who discovered America. 

What word tells what Columbus did ? 

The word “ discovered ” tells what Columbus did. 

What word tells what Columbus discovered ? 

The word “ America ” tells what Columbus discovered. 

(c) 

What, then, is the use of the word “ Columbus ? ” 

It is used to tell who discovered America. 

What is the use of the word “ discovered ? ” 

It is used to tell what “ Columbus did, 

What is the use of the word “ America ? ” 

It is used to tell what Columbus " discovered.” 











FOR BEGINNERS. 


11 


3. 


The Ship has crossed the Ocean. 



What do we talk about here ? 

We talk about the ship. 

What is said of the ship ? 

It 7ias crossed the ocean. 

The ship has crossed what ? 

The ship has crossed the Ocean. 

4. Strange people stand on the shore. 



What do we talk about here ? 

We say something of people. 

What kind of people do we talk about f 
We talk about strange people. 

What is said of “ strange people t ” 

They stand. 

They stand where ? 

They stand on the shore. 

In this sentence for what is the word “ people ” used ? 

It is used to tell who stand on the shore. 

For what is the word “ strange ” used f 

It is used to tell what sort of people stand on the shore. 

For what is the word “ stand ” used ? 

It is used to tell what the people do. 

For what are the words “on the shore” used? 

They are used to tell where the “ strange people standi 















12 


ENGLISH GRAMMAR 



CONVERSATION II. 

Horses Run—Children Play. 

C Horses f run V 
What run f Who play ? 

JTorses run. Children play. 

Horses do what ? 

Horses run . 

Bid you see any horses in your look? 

[Perhaps some pupils say “yes,” others say] 

We saw pictures of horses there. 

Bo pictures like that always make you think of horses ? 

We always think of horses when we see such pictures. 

* The Teacher will, at discretion, give additional sentences from the cut—thus,~~ 

2. Children play. 5. Birds sinj*. 

3. The dog barks. 6. Birds fly 

4 - Trees Srow. 7. Anna laughs . 

All answers in the larger type should be committed to memory. 

m!a«m ° UghtS ^ " mallCr type 8hould be translated into the pupil’s own 














FOR BEGINNERS. 


13 


H-rses Run. 

George may write that sentence on the blackboard. 

Now do you see any horses on the blackboard ? 

We see no horses there. 

JDo you see any picture of horses there? 

We see no horses and no pictures there; but we see the word 
“ horses ” there. 

Does that word always make you think of horses? 

Both the picture and the word make us think of horses. 

What then is the difference between the picture and the worU ? 

Pictures represent things by their resemblance of form to the things 
represented. Words represent things by an artificial combination of 
letters. 

What do we call words that make us think of persons or of things ? 

Words that stand for persons and things are called names . 

What is a name ? 

Definition 1. A ?iame is a word that represents a person 
or a thing. 

We will resume this discussion to-morrow. 


CONVERSATION III. 

William, you may review the lesson of yesterday. What did we 
chiefly learn ? 

m William. We learned that we may gain a knowledge of things by 
looking at pictures of them, and by seeing their names written, or by 
hearing them spoken. We learned also that the pictures of things 
differ from the things themselves—that words that make us think of 
things are the names of those things, and that the name of a thing is 
not the thing itself. 




14 


ENGLISH GRAMMAR 


Do you think that pictures of “ horses ” would suggest the idea of 
horses to men of aU countries? 

Every person that liad ever seen a horse would think of one when 
he sees the picture. 

Do you think the word written horse, and spoken “horsef would 
convey the same idea to people in every country ? 

When people hear the word spoken, or see it written or printed, they 
will naturally think of that animal. 

You say “ naturally ”—let us see. Do you naturally think of a horse 
when you see the word Equus ? When you see the word Pferd ? Or the 
word Cheval ? 

Those words have no meaning to us. But they make some people 
think of a horse. 

Then do all people call the same thing by the same name ? and if peo¬ 
ple of different countries use different languages, is our language a Natu¬ 
ral or an Artificial language ? 

Remember 1. Language is any means of expressing thoughts and 
feelings. 

Remember 2 . Language is Natural and Artificial . 

Remember 3. Natural Language consists in such actions and 
pictures as convey thoughts. 

Remember J+. Artificial Language consists in written words or 
spoken words that convey thoughts. 

Remember 5. All people use the same Natural Language . But each 
nation has its own distinct Artificial Language. 

What people speak the satne language that we speak ? 

The people of England and their descendants. 


CONVERSATION IV. 

Charles, you may tell us what we learned in the last lesson. 

Charles. We learned that pictures and actions represent the 
same ideas to people of all countries, but that words do not. That 
only those people who have learned a language can use or understand 
that language. That pictures are natural representations, and that 
words are artificial. 

Then what language do we use ? 

We use the English language. 



FOR BEGINNERS. 


15 


Dog. 

What is the use of this word—as it stands alone. 

It is used only as the name of an animal. 

The Dog. 

What different idea do you have now ? 

I suppose some particular dog is meant. 

The Dog Barks. 

^ dog 'fi "barks ^ 

Now what additional use has the word “ dog” ? 

It is here used to tell ivhat larlcs. 

Is the word “ barks ” a name f 

That word is not a name; for it does not give us the idea 
of a thing but of an act. 

For what then is the word " barks ” used in this sentence f 

It is used to tell what the dog does. 

Tou may give other words that say something or declare something of 
the dog. 

The dog runs—the dog chases the horses—the dog fright¬ 
ens the horses. 

Observation. —We have now seen that words are used for different 
purposes—that some are used as names, others are used to declare 
something. Hence 

ttt v \ Naming Words and 
We have j g) ec i ar ; n g Words. 

Remember —Naming words are called Nouns. 

Remember —Words used to declare something are called Verbs. 

What words are called nouns ? 

Definition 2. All names of persons or of things are called 
nouns. 








16 


ENGLISH ^G RA MMAR 


Examples.— Sun, moon, stars, world, man, woman, boy, girl, ship, 
town, ocean, house, book, teacher, pupil, school, education, intellect, 
thought, reason, desire, affection—all are nouns because they are all 
names, 

Gan we see all the things that we name ? 

* 

We can think of many things that we cannot see. 

Mention ten things that cannot be seen, nor felt—things that are not 
composed of matter. 

1. Joy; 2. Grief; 3. Thoughts; 4. -; 5. -; 6. 

-7. -; 8. -; 9. -10. -. 


CONVERSATION V. 

Remember 1. A word is not often used alone. It is usually combined 
with some other word or words to make with them a declaration. 

Remember 2. Persons and things—material and immaterial— are re¬ 
presented by their names. These names are nouns. Actions are de¬ 
clared by verbs. When the noun and the verb are so combined that 
the verb declares some act or event of the person or thing, the noun 
and the verb assert a 'Proposition , and the words used to declare 
the proposition constitute a Sentence. 

What is a Proposition f 

Definition S. A ' Proposition is a “ thought expressed in 
language.” * 

What is a Sentence ? 

Definition J. A Setiience is a “ combination of words 
which is complete as expressing a thought.” * 

Children Play. [See the picture, p. 12 .] 

( Children play 

This Proposition is in thfc thought —as really expressed by the picture 
as by the words. 

But 

The words, thus selected and placed, make the Sentence. 

* See Webster’s Dictionary. 

















FOR BEGINNERS. 


11 


What is the naming word ? 
What is the declaring word f 


( Birds Ay ) 


Is this a sentence ? 

Why do you call it a sentence t 
What is the noun ? 

Why do you call the word “ birds ” a noun ? 
What is the verb ? 

Why do you call the word "fly ” a verb ? 


Let the pupil place appropriate Verbs' to the following Nouns: 


Albert —. 
Ellen —. 
Irene —. 
Newton —. 


Birds —. 
Farmers —. 
Kings —. 
Owls —. 


Clouds —. 
Grapes —. 
Ladies —. 
Parents —. 


Ducks —. 
Horses —. 
Men —. 
Quails —. 


Let the pupil prefix appropriate Nouns to the following Verbs: 


— studies. — sing. 

— teaches. — mow. 

— loyes. — rule. 

— discovered. — hoot. 


— float. — swim. 

— hang. — run. 

— talk. — work. 

— imitate. — fly. 


The Teacher will extend these exercises at pleasure. 


Rabbits Eat Clover. 


Q Rabbits 


Why do you call this a sentence ? [See " Definition.”] 
What do we talk about in this sentence f 
We talk about rabbits. 


What do ice say of rabbits ? 

Rabbits eat. 

Rabbits eat what ? 

Rabbits eat ctover . 










18 


ENGLISH GRAMMAR 


In this sentence 

For what is the word “ rabbits ” used ? 

It is used to tell what “ eat clover.” 

For what is the word “ eat ” used ? 

It is used to tell what “ rabbits ” do. 

For what is the word “ clover ” used f 

It is used to tell what “ rabbits eat.” 


Thus analyze and place in the same diagram the following 

ADDITIONAL. SENTENCES. 


2. Anna gathers flowers. 

3. Ernest studies grammar. 

4. Clara writes letters. 

5. William drives horses. 


6. Cows eat grass. 

7. Rabbits dig holes. 

8. Boys study Latin. 

9. Camels carry loads. 


Why are all these called Sentences ? 
Repeat the definition of a Sentence. 
TeU which words are Nouns. 

Tell which words are Verbs. 


ELEMENTS OF SENTENCES.* 

The Subject. 

Remember —When an assertion is made, it is made of some person 
or thing; and the word which gives name to that person or thing is 
called the Subject of the Sentence. 

What is the Subject of a Sentence ? 

Definition 5. The Subject of a Sentence is that of which 
something is asserted. 

EXAMPLES. 

Birds. Birds fly. 

Fishes. Fishes swim. 

Horses. Horses run. 

Children. Children play 


The boy runs. 
The bird sings. 
The sun shines. 
The wind blows. 


* An Element is one of the parts of which anything is composed. 





FOR BEGINNERS. 


19 


Why are these called Sentences ? 

What “fly ? ” What is said of “ birds ? ” 

What “ s^irn ? ” What is said of “fishes t ” 

What are the Subjects of these Sentences f 

What “ Part of Speech ” do we employ as the Subjects of Sentences ? 

A word which is the Subject of a Sentence must be a JYoun 
or a 'Pronoun. 

You may all tell us what words are Nouns. 

In the next Lesson we will learn wliat a Pronoun is. 

1. Katie has a Squirrel. 

( Katie f "halT squirrel 3 

i±J 

2. She feeds it. 

In tlie first sentence. 

Why is the word “ Katie ” a noun ? 

What sort of word is “ squirrel ? ” 

In the second sentence. 

What does the word “ she ” mean ? 

Poes the word “ she ” always mean Katie 1 
What does the word “ it ” mean ? 

Does that word always mean squirrel ? 

Make a sentence, 

In which the word u she ” means Clara, and the word “ it ” means 
kitten. 

We now see that one word is sometimes used instead of another —to 
denote the same person or thing: and that it may perform the same 
office in a Sentence, and Grammarians have agreed to call any word 
that stands for a Noun—a Pronoun. 

What words are Pronouns ? 

Definition 6. Words used instead of Nouns are Pronouns. 

What words are commonly used as Pronouns ? 

I. him. I saw him. 

Thou. me. Thou sawest me. 

He. her. He saw her. 








20 

ENGLISH GRAMMAR 

She. 

it. 

She saw it. 

}fe. . 

them. 

We saw them. 

They. 

us. 

They saw us. 

Who. 

thee. 

Who saw thee ? 

You. 

whom. 

You saw whom ? 

Which was it? 

What was it ? 

2‘hat was the one. 


EXERCISES. 

Let each pupil use the Pronouns I, tfiou, he, she, it, we, you, 
they, each as the Subject of a Sentence. 

The Predicate. 

Remember —In all Sentences something is declared of the Subject ; 
and to declare, means to 'predicate. Then 

What is the Predicate of a Sentence f 

Definition 7. The 'Predicate of a Sentence is the word or 
words that make the assertion. 


EXAMPLES. 


Boy runs. 

What is said of “ boy ? ” 

What, then, is the Predicate of this Sentence ? 
Why do you call that tcord the Predicate t 


2. Sing. 

3. Play. 

4. Studies. 

5. Study. 


Birds sing. 
Children play. 
John studies. 
We study. 


6. The boy runs. 

7. The bird sings. 

8. The sun shines. 

9. The wind blows. 


What are the Predicates of these Sentences ? 
What“ Parts of Speech ” do we use in Predicate ? 

1. Every Predicate must have a Yerb. 

1. Boys play. 


( Boys ~ X play ) 


2. We study. 

3. Clara sings. 






FOR BEGINNERS. 


21 


2. A Predicate may have t?vo Verbs. 

4. Boys can play.* 

C Boys X P la y ") 

5. We do study. 

6. She should sing. 

3. A Predicate may consist of a Verb and a 'Participle . 

7. Boys are playing. 

( Boys \ are playing ) 

8. We were studying. 

9. She is singing. 

4. A Predicate may consist of a Verb and an Adjective . 

10. Boys are playful. 

( Boy a f are playfnl~") 

11. We were studious. 

12. She is musical. 

5. A Predicate may consist of a Verb and a Noun. 

18. Boys are players. 

( Boys )(are players) 

14. We were students. 

15. She is a singer. 

When we write sentences , where do we place the Predicate ? 

We commonly place the Predicate after the Subject. 

Let each pupil in the class make a Sentence, and tell which is the 
Subject , and which is the Predicate. 

* When two or more Verbs are in the same Predicate, the former Verb is called an 
Auxiliary Verb. 





















22 


ENGLISH GRAMMAR 


EXERCISES. 


Let the pupil point out the Subject of each Sentence—giving the 
proper reason for its being called the subject. 

Let the pupil name the Predicate of each Sentence, and the reason 
for its being called the Predicate. 


1. Boys study. 

3. Girls sing. 

5. Mountains decay. 
7. Nature moved. 

9. Sound returns. 
11. Ships appear. 

13. Birds sang. 

15. Murmur rose. 


2. Ducks swim. 

4. Geese gabble. 
6. Oaks fall. 

8. Valleys rejoice. 
10. Bards rested. 
12. Rays gleamed. 
14. Bees hummed. 

16. Sound arose. 


17. Arches have fallen. 

19. Temples have sunk. 

21. Voice was heard. 

23. Day has ended. 

25. Room is darkened. 

27. Stream is gliding. 

29. Friends are gathering. 

31. Words are finished. 

33. Thou slialt be punished .* 
35. Velvet feels smooth. 

37. Appearances are deceitful. 
39. Roses are fragrant. 

41. Lilies are beautiful. 

43. We have been happy, f 

45. Jameo has become ricli.f 


18. Columns have crumbled. 
20. Ages have passed. 

22. Harp was strung. 

24. Arrow has passed. 

26. Lattice is opened. 

28. Time is coming. 

30. Deer are bounding. 

32. Lamps are dickering. 

34. We have been afflicted.* 
36. Sugar is sweet. 

38 Honey is sweeter. 

40. Wisdom is desirable. 

42. Falsehood is disgraceful. 
44. John has been idle. I 

46. William has become wise.f 


47. Words are things. 

49. Victoria is queen. 

51. Thou art Peter. 

53. They should have been friends4 


48. We are friends. 

50. Washington was president. 
52. We are Romans. 

54. We may have been rivals.:}: 


* A Verb and two Participles in Predicate, 
t A Verb, a Participle, and an Adjective. 

X Two Verbs, a Participle, and a Noun. 








FOR BEGINNERS. 


23 


Remember —Every Sentence must have at least two parts— 

The Subject and the 'Predicate . 

Remember —Some Verbs in Predicate declare acts which terminate 
on Objects. 

The Object. 

What is the Object of a Sentence f 

Definition 8. The Object of a Sentence is that on which 
the act expressed by the Predicate terminates. 

EXAMPLES. 

1. John saws wood. 

_ 

"N John sartva wood ^ 

What, then, is the Object of this Sentence ? 

2. Boys study grammar. Study what ? 

3. William writes letters. Writes what ? 

4. Arthur picks berries. 

5. Cora makes bread. 

What are the Objects of these Sentences ? 

What “ Part of Speech ” do we use as the Object of a Sentence ? 

A word which is the Object of a Sentence must be a Noun 
or a 'Pronoun . 

EXAMPLES. 

The Object a Noun .1. Virtue secures happiness. 

2. Wisdom elevates man. 

3. Caesar conquered Gaul . 

The Object a Pronoun .... 4. William assisted me. 

5. I thanked him. 

6. Teachers instruct us. 

7. Mary invited her. 

When we make Transitive Sentences, where do we place the Objects? 

We commonly place the Object after the Predicate. 

Let each pupil in the class make a Sentence, and tell which word is 
the Object. 









24 


ENGLISH GRAMMAR 


Model for Analysis and Parsing. 

1 . Virtue secures happiness. 

This is a Sentence, because it “ asserts a complete proposition.” 

The Subject . “ Virtue,”.a Noun. 

The 'Predicate . “ Secures,”.a Verb. 

The Object .“ Happiness,”.a Noun. 

Thus analyze and parse the other Sentences. 

Adjuncts. 

Remember —A Sentence is a structure—something built—not of 
' wood nor of iron, but of words. It is the habitation of a thought— 
the embodiment of a proposition. 

We have seen [p. 15] that a Sentence has parts—that every Sentence 
must have a Subject and a Predicate —that it may have an Object, 

These parts we call Principal Elements —they make the “ un¬ 
qualified assertion.” 

But a Sentence may have other parts. 

Q Pupils _ recite lessons ^ 

This is an “ unqualified assertion ”—made by a Subject, a Predicate, 
and an Object. 

^ pupils recite lessons ^ 

C Good C wel1 

2. Good pupils recite lessons well. 

3. Idle pupils recite lessons imperfectly. 

These are “qualified assertions.” They tell us what pupils recite 
lessons well, and what pupils recite lessons imperfectly. They also 
tell us how “ good pupils ” recite lessons, and how “ idle pupils ” recite 
lessons. Hence 

Remember —Those words in a Sentence that limit or modify other 
parts are called 

Adjunct Elements. 

What words are Adjuncts ? 

Definition 11. Words used to qualify, to limit, or to modify 
other words, are called Adjuncts. 























FOR BEGINNERS. 


25 


EXAMPLES. 

1. All fishes swim. What fislies? 

2. Most birds fly. What birds ? 

3. Some birds sing sweetly. What birds? Sing how? 

4. Diligent boys generally have good lessons. 

5. Many parents properly educate their children. 

Why is “ some ” an Adjunct ? 

Why is “ meetly ” an Adjunct ? 

What other Adjuncts in these Sentences f 

Remember —Different Adjuncts may limit the Subject, the 'Pre¬ 
dicate, or the Object of a Sentence. 


examples: 


Adjunct of the Subject .... 

. . 1. Bright boys please me. 

Q boys 

please me ^ 

( Bright ) 

P 

What boys please me t 

What is the Adjunct in this Sentence ? 

Why do you call “bright ” an 

Adjunct ? 

Adjunct of the Predicate .. 

2. Indolent boys displease me. 

.. 3. Stars shine brightly. 

C Stars 

^ shine ^ 

( brightly j 

What, then, is the Adjunct of this Sentence f 

Adjunct of the Object . 

4. William rises early. 

. . 5. We love good people. 

( . We X 

love ^ people ) 


X good "j 


Lore what kind of people f 

6. Warner has found my knife. 
Adjunct of the Subject and the Predicate — 

7. Benevolent people always prosper. 






















26 


ENGLISH GRAMMAR 


^ people 

Benevolent ) 


X 


prosper 
always ) 


8. Little children sometimes study. 

9. Our teacher will return soon. 

10. That boy does not study. 

The Subject and the Obj'ect. .11. Dull boys have poor lessons. 


( boys ^ 

( Dull 1 


have 


X 


lessons 

( poor ~~J 




12. Early showers bring early flowers. 

The Subj'ect, the 'Predicate, and the Obj’ect — 

13. Our teacher loves her pupils much. 



teacher 

loves pupils 


"7 T~ 

( * much. ■) ( her ) 


13. Each mother held aloft her child. 
Remember —Adjuncts are sometimes attached to other Adjuncts. 


EXAMPLES. 

1. You have recited very well. 

You 'y^ have recited ^ 

(" well ^ / 

(very ) 

How did you recite ? 

Why do you call “ well” an Adjunct of “recited?” 

“ Tou have recited well.” How well? 

What is the office of the word “ very ? ” 

2. John came too late. How late ? 

What is the use of the word too ? 

3. Jane has been remarkably diligent. How diligent ? 

4. Mr. B. has accumulated two hundred thousand dollars. 






























FOR BEGINNERS. 
EXERCISES.. 

Diligent pupils recite tlieir lessons well. 

^ pupils ^ recite ^ lessons ^ 

C Diligent C well 1 ( their ") 

(a) 

Of whom is something here asserted ? 

Something is said of “pupils 

What is said of pupils ? 

Pupils recite. 

Pupils recite what? 

Pupils recite lessons. 

What pupils recite lessons f 

fDilige?il pupils recite lessons. 

Diligent pupils recite whose lessons ? 

Diligent pupils recite their lessons. 

Diligent pupils recite their lessons how ? 

Diligent pupils recite their lessons well. 

(b) 

In this sentence, what is the use or office of the word “ diligent f ” 

It is used to tell what pupils recite their lessons well. 

What is the use of the word “ pupils ? ” 

It is used to tell who recite lessons. 

What is the use of the word “ recite ? ” 

It is used to tell what diligent pupils do. 

What is the use of the word “ their ? ” 

It is used to tell whose lessons pupils recite. 

What is the use of the word “ lessons ? ” 

It is used to tell what good pupils recite. 

What is the use of the word “ well f ” 

It is used to tell lioiv good pupils recite their lessons. 


'27 


* To the Teacher.— Some pupils may not clearly understand the import of such 
questions. The office of any word in a sentence can be best exhibited to such etu- 












28 


ENGLISH GRAMMAR 


What is the Subject . of this Sentence ? 

Why do you call “pupils” the Subject? 

What part of speech is the word “pupils ? ” 

Why do you call the word a Noun ? 

What is the 'Pi'edicate of the Sentence ? 

Why do you call the word “ recite ” the Predicate ? 

What part of speech is the word “ recite ? ** 

Why do you call that word a Verb ? 

What is the Object of this Sentence ? 

Why do you call “ lessons” the Object? 

What part of speech do you call the word “ lessons ? ** 

Why do you call that word a Noun? 

What are the Adjuncts of this Sentence ? 

Why do you call “diligent” an Adjunct of “pupils?** 

Why do you call “ their ** an Adjunct of “ lessons? ** 

Why do you call “ well ” an Adjunct of “ recite ? ** 

Tlius analyze the following 

ADDITIONAL SENTENCES 
adapted to the same Diagram: 

2. Many people often visit the school. 

3. Some teachers never punish their pupils. 

4. Young children sometimes study English Grammar. 

5. Small streams often produce great rivers. 

6. Good people always secure our esteem. 

7. Truant boys seldom recite good lessons. 

8. Vicious people generally corrupt their associates. 

9. Benevolent people commonly pity the needy. 

10. Good example never injures any one. 

Let the pupil point out the Adjuncts in the following Sentences, and 
distinguish Adjuncts of the Predicates from those of the Subjects and 
of the Objects. 

1. That amiable young lady attended the lecture. 

2. The mountains showed their gray heads. 

dents by your asking such a question as wiU require the use of that word as the proper 
answer. Thus, What pupils recite well ? The obvious answer is, “ diligent ” Tpupilsl 
Hence the office of the word “diligent” is to tell what pupils recite well. How do 
diligent pupils recite ? Ans. Well. Therefore “ well ” is an Adjunct of “ recite.” 






FOR BEGINNERS. 


29 


3. A golden staff his steps supported. 

4. The old man raised his head. 

5. The young student possessed a well-balanced mind. 

6. He heard the king’s command. 

7. He saw that writing’s truth. 

8. No ordinary ambition will thus control good men. 

9. Then shall man’s pride and dullness comprehend 
His action’s, passion’s, being’s use and end. 

RECAPITULATION. 

What are Elements of a Sentence ? 

Definition 12. The Elements of a Sentence are those 
distinct parts which enter into its structure, and which, 
together, form the Sentence. 

How many sorts of Elements are there in a Sentence? 

A Sentence must have 'Principal Elements, and it 
may have Adjunct .Elements. 

What are the Principal Elements of a Sentence ? 

Definition 13. The Principal Eleme?its of a Sentence 
are those words which make the unqualified assertion. 

The Principal Elements consist of what? 

The Subject, the Predicate, and the Object are called 
Principal Elements. 

What are Adjunct Elements? 

Definition U. The Adjunct Elements of a Sentence are 
such as describe or modify other Elements. 

Adjunct Elements — Adjective — Adverbial. 

Good boys study well. 

What is the Subject of this Sentence? 

Why do you call “ boys ” the Subject ? 

What is the Predicate of this Sentence? 

Why do you call “ study ” the Predicate ? 

What word tells what boys “ study well ? ” 

What word tells how “ good boys ” study? 




30 


ENGLISH GRAMMAR 


What, then, is the difference in the uses of the words “good” and 
“ well f ” 

“ Good ” describes “ boys ”—tells what 7ci?id of boys. 
“Well” modifies “ study”—tells how they study. 

Remember 1. Words that describe persons and things are called 
Adjectives. 

2. Words that modify actions are called 
Adverbs. 

Exekcises on Adjective Adjuncts. 

1. Little children play. 

Q children play ^ 

( Little ) 

What children play ? 

Why do you call “ little ” an Adjunct of “ children ? ” 

What sort of word is “ children ? ” 

Why do you call it a Noun ? See Definition, p. 7. 

What sort of word is “ little ? ” 

Why do you call it pin Adjective ? 

Let each pupil place in the same Diagram, and analyze one of the 
following 

ADDITIONAL EXAMPLES. 

2. Good boys study. 4. Vicious boys quarrel. 

3. Cheerful children play. 5. Some birds sing. 


6. Some children are happy. 

7. Our parents are kind. Whose parents ? 

8. John’s book is new. Whose book ? 

9. Children’s shoes are small. What shoes ? 


10. Pure patriotism should be rewarded. 

11. Honest intentions should be respected. 

12. Benevolent people will be honored. 

13. Seven men were called wise. 









FOR BEGINNERS. 


31 


Let each pupil make a Sentence adapted to the same Diagram, and 
tell which words are Adjectives. 


Adverbial Adjuncts. 
14. Stars shine brightly. 


Stars 


X 


shine 

( brightly)" 


3 


Stars shine —how ? 

Why do you call “ stars ” the Subject ? 
Why do you call “ shine ” the Predicate ? 
Why do you call “ brightly ” an Adjunct ? 
What sort of word is “ shine ? ” 

Why do you call it a Verb ? See p. 15. 
What sort of word is “ brightly ? ” 

Why do you call it an Adverb ? 


Let the class place in the same Diagram, and thus analyze the fol¬ 
lowing 


ADDITIONAL EXAMPLES. 


15. Horses run swiftly. 

16. Birds sing sweetly. 

17. John studies well. 

18. Cora plays often. 

19. We recite daily. 

20. Grandmother knits constantly. 


21. John will come here. 

22. We shall recite soon. 

28. People should live temperately. 

24. Where did William go ? 

25. When do we recite ? 

26. Whither shall I flee ? 


Let each pupil make a Sentence adapted to the same Diagram, and 
tell which words are Adverbs. 


RECAPITULATION. 


A Sentence consists of 


Principal Elements, 
And it may have 
Adjunct Elements, 


The Subject, 
The Predicate, 
The Object. 

Adjectives 

and 

Adverbs. 








32 


ENGLISH GRAMMAR 


27. 


Exercises—Adjuncts— Adjective—Adverbial. 

Those pupils always use good language. 


C 


pupils 
( Those~y 


X 


use X 

( always) 


language 
( good J 


) 


Why do you call this a Sentence ? 

Because it is a group of words that make complete sense. 


Principal 

Elements. 


Adjunct 

Elements. 


Analysis. 


The Subject.“ Pupils,”.a Noun. 

The Predicate.“ Use,”.a Verb. 

The Object.“ Language,” .... a Noun. 

Of the Subject.“ Those,”.an Adjective. 

Of the Predicate.“ Always,”.an Adverb. 

Of the Object.“ Good,”.an Adjective. 


“These” 


“ Pupils ” 


“ Always ” 


“ Use ” 


'Pai'sed. 

.is an Element in the Sentence. 

Adjunct Element. 

Word. 

Adjective. 

.is an Element in the Sentence. 

Principal Element. 

Subject. 

Word. 

Noun. 

.is an Element in the Sentence. 

Adjunct Element. • 

Word. 

Adverb. 

.is an Element in the Sentence. 

Principal Element. 

Predicate. 

Verb. 


























FOR BEGINNERS. 


33 


.is an Element in the Sentence. 

Adjunct Element. 

Word. 

Adjective. 

.is an Element in the Sentence. 

Principal Element. 

Object. 

Word. 

Noun. 

Thus analyze and parse the following 

ADDITIONAL SENTENCES. 

28. Dull boys seldom have good lessons. 

29. Evil communications always corrupt good manners. 

80. Idle habits never produce good results. 

31. Good examples generally secure correct habits. 

32. Little people have sometimes studied English Grammar. 

33. Ignorant men cannot command extensive influence. 

34. Earthly fame does not secure immortal joys. 

35. Ambitious men should properly direct their ambition. 

Why do we call “ ambitious ” an Adjective ? 

Why do you call “properly ” an Adverb? 

Why do you call “ their ” an Adjective? 

Let each pujpil make a Sentence adapted to the same Diagram. 
EXERCISES. 

Let the pupils point out the Principal Elements in the following 
Sentences; and tell, 

1. Which is the Subject, and why ? 

2. Which is the Predicate, and why ? 

3. Which is the Object, and why f 

1. The anchor \ holds | the ship. 

2. Virtue | bestows | tranquillity. 

3. Hope | cheers | the husbandman. 

4. The bee | loves | flowers. 


“ Good 


Language 




34 


ENGLISH GRAMMAR 


5. The wind | drives | the clouds. 

6. The young man | must acquire | fortune. 

7. The old man | must enjoy | it. 

8. A great multitude | had assembled there. 

9. Poor men | generally have | little credit. 

10. Good men | always secure | much esteem. 

11. No man can serve two masters. 

12. Brutus abrogated the authority of his colleague. 

13. The minister loves little children. 

14. The new academy is well built. 

15. The garden now contains many flowers. 

16. The ship sailed very swiftly. 

17. Charlotte plays the piano finely. 

18. The student contributed twenty dollars. 

Now point out 

1. The Adjective Adjuncts. 

2. The Adverbial Adjuncts. 

Synopsis of the Sentence. 

What is a Sentence ? 

Repeat the Definition. 

What are the essential parts of a Sentence ? 

What is the Subject of a Sentence f 
What is the Predicate of a Sentence f 

Make a Sentence having a Subject and a Predicate. 

What sort of Sentence is that which has only a Subject and a Predicate ? 
What other parts may a Sentence have f 
What is the Object of a Sentence ? 

What sort of Sentence is that which has a Subject, a Predicate, and 
an Object ? 

.Make a Sentence having a Subject, a Predicate, and an Object. 
What sort of word must the Subject be ? 

The word in Predicate must be of what sort ? 

What other words may be in Predicate ? 

What sort of word must the Object be? 


FOR BEGINNERS 


35 


EXERCISES IX ANALYSIS AND PARSING. 



. And when its yellow lustre smiled 

O’er mountains yet untrod, 

Each mother held aloft her child 
To bless the how of God. 

FIRST MODEL OF ANALYSES, 

(a) 

Who did something ? 

c c Mother ’ ’ did something. 

Mother did what ? 

Mother held . 

Mother held what ? 

Mother held child . 

What mother held child f 

Each mother held child. 

Each mother held whose child ? 

Each mother held her child. 

Each mother held her child —where ? 

Each mother held aloft her child. 

Each mother held aloft her child —when ? 

When its yellow lustre smiled. 







36 


0 


ENGLISH GRAMMAR 


(b) 

Each mother held aloft her child —wherefore ? 

To bless the bow of God. 

What is the use of the word “ mother ? ” 

It is used to tell who held child. 

What is the use of the word “ held f ” 

It is used to tell what the mother did. 

What is the use of the word “ child f ” 

It is used to tell wliat the mother held. 

What is the use of the word each ? ” 

It is used to tell what mother held child. 

What is the me of the word “ aloft ? ” 

It is used to tell where each mother held her child. 

What is the use of the word. “ her ? ” 

It is used to tell whose child each mother held. 

What is the use of the Sentence “ when its yellow lustre smiled ? ” 

It is used to tell ivlien each mother held aloft her child. 

What is the use of the Phrase “ to bless the bow of God ? ” 

It is used to tell ivhy “ each mother held aloft her child.”* 


SECOND MODEL. 


This Second Model may be placed on the blackboard or on slates— 
thus: 


Principal 

Elements. 


The Subject. 
The Predicate 
The Object . . 


Adjunct 

Elements. 


Of the Subject 
Of the Predicate.. . 
Of the Object. 


.“ Mother.” 

.“ Held.” 

.“ Child.” 

.“ Each.” 

{ “ When its yellow lustre smiled 
o’er mountains yet untrod,” 
and “ Aloft,” and “ To bless 
l the bow of God.” 

.“ Her.” 


* By this method of Analysis the labor is with the teacher. He must exercise his 
skill in forming his questions properly. Any pupil who can read, and understand 










FOR BEGINNERS. 


3 ? 


DIAGRAMS. 

'Diagrams are figures so arranged that the Elements of Sentences 
may be placed apart from one another—and in such position that their 
offices and relations may he indicated. 


RULES FOR THEIR USE. 

Rule I. The Principal Elements of a Sentence are placed on the 
same horizontal line. Thus: 


C Subject Predicate Object *) 


Rule II The Subject is placed first. Thus: 

C Mother X 

IC 


Who did something t 



Rule III. The Predicate is placed to the right of the 
attached. Thus: 

Subject— 

Mother j(" held 

JC_ 

_) 


Mother did what f 

Why do we place M held ” to the right of “ mother f ” 


what he reads, can answer the questions without much previous study. Any occa¬ 
sional blunder on the part of a pupil will not damage the class. Thus, suppose a 
pupil fails to answer a question in Exercise (b)—“ What is the use of the word 
“child?” The teacher goes back to Exercise (a), and says, “Read the Sentence. 

“ Mother held what ? ” The pupil cannot do anything easier than to say ' child. 

Teacher. “ Now what use did you make of the word child ? ” 

Pupil. “ I used that word to tell you what each mother held. 

Teacher. Each mother held whose child ? 

Pupil. Each mother held her child. 

Teacher. For what did you use the word “ her ? ” ^ 

Pupil. “ I used it to tell whose child each mother held.” 

By thus combining Exercises (a) and (b), the teacher will soon have satisfactory 
answers from the dullest of his pupils. 























38 


ENGLISH GRAMMAR 


Rule IV. The Object is placed to the right of the Predicate. 
Thus: 

Mother ^ held ^ child ) 

Mother held what ? 

Why do we place “ child ” to the right of “ held ? ” 

Rule V. AdJtenets are placed beneath the words which they mod¬ 
ify. Thus: 

. Q Mother held ^ child ) 

C each ~"j ( aloft ( her ■ 

Which mother f Held where ? Whose child t 

Why do we place “ which ” beneath “ mother f ” 

Why do we place “ aloft ” beneath “ held t ” 

Why do we place “ her ’ beneath “ child ? ” 


Rule VI. Of Phrases, the Header is placed first, and the subse¬ 
quent to the right of the Leader—attached. Thus: 

The Leader. The Subsequent. 



bow 


3 


Why do we place “ mountains ” to the right of “ o'er ? ” 
Why do we place “ bow” to the right of “ bless? ” 


Rule VII. An Adjunct Phrase is placed beneath the word which 
it modifies. 'Thus: 


C 


Mother 
( each ) 


held 

X 

child 

) 

( aloft ) | 

to 

V. c 

her ) 


1 

\ 


bless 

bow 

) N ' 



"Qhe) oj 

God 












































FOR BEGINNERS. 


39 


Why do we place “ to bless the bow of God ” beneath “ held ? ” 

Because that Phrase is an Adjunct of “held;” it tells 
wherefore “ each mother held aloft her child.” 

Why do we place the Phrase “ of God ” beneath “ bow f ” 

Because it is an Adjunct of “ bow; ” it tells whose bow. 

Rule VIII. An Adjunct Sentence is placed beneath the word 
which it limits. Thus: 



Why do we place “ when its yellow lustre smiled o'er mountains yet 
untrod ” beneath “ held ? ” 

Because that Sentence is an Adjunct of “held;” it tells 
when “ each mother held aloft her child.” 

Why do ice place “ its ” and “ yellow ” beneath “ lustre ? ” 

Because they are Adjuncts of “ lustre ; ” “ its ” tells whose 
“ lustre,” and “ yellow ” tells what Icind of “ lustre.” 

Why do we place “ o'er mountains yet untrod ” beneath “ smiled ? ” 

Because that Phrase is an Adjunct of “ smiled; ” it tells 
inhere “ lustre smiled.” 

Why do we place “ untrod ” beneath “ mountains ? ” 

Because it is an Adjunct of “mountains;” it tells what 
“ mountains ” by denoting their condition. 

Why do we place “ yet ” beneath “ untrod f ” 

Because it is an Adjunct of “ untrod ”—telling when. 





























40 


ENGLISH GRAMMAR 


Rule IX. A Conjunction used to introduce a Sentence is placed 
above the Sentence,—attached to its Predicate by a line. [See “ And ” 
and “ When ” in Diagram above.] 

A Conjunction used to connect words is placed between the words 
connected. 

Observation. —Exclamations and words of Euphony having no con¬ 
nection with other words, stand apart—are not placed in Diagram. 

As “ Parsing ” has its foundation in Analyses, I suggest the following 
as the best 


MODEL FOR PARSING. 

“ And ”.introduces the Sentence .... a Conjunction. 

“ When its yellow lustre ) 

smiled o’er mountains >.is an Element in the sentence. 

yet untrod ” ; 

Adjunct Element. 

Sentence. 

Adverbial. 

Modifies “ held ”—as to time. 

“ Each ”.is an Element in the Sentence. 

Adjunct. 

Word. 

Adjective. 

Limits “ mother ”—tells which. 

“ Mother ”.is an Element in the Sentence. 

Principal Element. 

Subject. 

Word. 

Noun. 


“ Held ”.is an Element in the Sentence. 

Principal Element. 

Predicate. 

Verb. 







FOR BEGINNERS. 


41 


« Aloft ”.is an Element in the Sentence. 

Adjunct. 

Word. 

Adverb. 

Modifies “ held ”—as to place. 

“ Her ” .is an Element in the Sentence. 

Adjunct. 

Word. 

Adjective. 

Limits “ child.” 

“ Child ”.is an Element in the Sentence. 

Principal Element. 

Object. 

Word. 

Noun. 

“ To bless the bow of God ” .... is an Element in the Sentence. 
Adjunct. 

Phrase. 

Adverbial. 

Modifies “ held ” * —tells wherefore. 

Let the pupils analyze and place in appropriate Diagrams the Sen- 
tences on pp. 2S-9. Then 

Let the Sentences be parsed by the above model. 


* This Model of Analysis and Parsing resolves the above Sentence into nine dis¬ 
tinct parts: 

1. A Conjunction used to introduce the Sentence. 

2. An Adverbial Sentence used to modify the Predicate. 

3. An Adjective word used to limit the Subject. 

4. The Subject word. 

5. The Predicate word. 

6. An Adverbial word used to modify the Predicate. 

7. An Adjectival word used to limit the Object. 

8. The Object. 

9. An Adverbial Phrase used to modify the Predicate. 

The Analyses of the Auxiliary Sentence , and of the Phrases involved in the Sen¬ 
tence, should not be required of pupils in this stage of their progress. 

Models for Ultimate Analysis will be given further on. [See pp. 151-54 ] 








42 


ENGLISH GRAMMAR 


Classes of Sentences. 

( Transitive, Intransitive, or Mixed. 
A Sentence is .... < Simple, Compound, or Complex. 

( 'Principal or Auxiliary. 

Definition 15 (a). A 2’ransitire Sentence has one or 
more Subjects, one or more Predicates, and one or more 
Objects. 

EXAMPLES. 

1. John saws wood. ( John J saws X wood ) 

2. Industry promotes health. 

Definition 15 (b). An Intransitive Sentence has one 
or more Subjects, and one or more Predicates, but no Object 

1. William sleeps. ( William )( sleeps ) 

2. Mary is cheerful. 

Definition 15 (c). A Simple Sentence has but one Sub¬ 
ject and one Predicate—with or without one Object 

EXAMPLES. 

f John ^ plays j A Simple Sentence—Intransitive. 

( Master Y taught ^ school ) A Simple Sentence—Transitive. 

Definition 15 (d). A Compound Sentence has more 
than one Subject, or Predicate, or Object 

m p l e s. 

A Compound Sentence—Intransitive. 
One Subject—two Predicates. 

A Compound Sentence—Intransitive. 
Two Subjects—one Predicate. 

A Compound Sentence—Transitive. 
Two Objects. 

Definition 15 (e). A Sentence is sometimes used as an Ele¬ 
ment— Subject , Object , or A d/un ct—of another Sen¬ 
tence. Such are called Auxiliary Sentences. 


e x A 

































FOR BEGINNERS. 


43 


THE OFFICES OF AUXILIARY SENTENCES. 

1. An Auxiliary Sentence may be the Subject of a Principal Sentence. 


EXAMPLES. 

1. " That good men often commit faults cannot be denied.” 



2. That all men are created equal is a self-evident truth. 

What is a self-evident truth f 
Make a Sentence whose Subject shall be a Sentence . 

2. An Auxiliary Sentence may be the Object of a Principal Sentence. 


EXAMPLES. 

3. The Teacher suspects that John is indolent. 


teacher 

C The y 


DC 


suspects 


( John f is indolent ) 


Suspects what ? 

Make a Sentence whose Object shall be a Sentence. 

Definition 18. A Sentence used as the Subject or the Object 
of a Sentence is a Substantive Se?itence . 


EXAMPLES. 

Subject Sentence —4. " I cannot has never accomplished anything.” 

5. “ I will try has done wonders.” 

Object Sentence —6. He knoweth not That the dead are there. 

7. Agrippa said unto Paul Almost thou persuadeth 
me to be a Christian. 

3. An Auxiliary Sentence may be an Adjunct of the Subject of a 
Principal Sentence. 























44 


ENGLISH GRAMMAR 


EXAMPLES. 

0. Tlie boy who studies will improve. 


C 


boy 


The 

C who X ~ 


X 


will improve 


3 


studies ) 


What boy mil improve f 

Make a Sentence whose Subject shall be modified by a Sentence. 

4. An Auxiliary Sentence may be an Adjunct of the Object of another 


Sentence. 


X 


X b °y 
OQ 




C y° u described ~X whom 

What “ boy ? ” 

Make a Sentence whose Object shall be qualified by a Sentence. 
Definition 19. A Sentence used as an Adjunct of a Noun or 
of a Pronoun is an Adjective Sentence . 

5. An Auxiliary Sentence may be an Adjunct of the Predicate of a 
Principal Sentence. 

EXAMPLES. 

9. John reached the station after the cars had gone. 

reached station 

C the J 


c 


John 


D 


Q cars' 



gone ) 


"(JXX 

Reached the station —when? 

Definition 20. A Sentence used as an Adjunct of a Verb or 
cf an Adjective is called an Adverbial Sentence. 

Why do we call the Sentence “ after the cars had gone,” an Adverbial 
Sentence. 

Make a Sentence whose Predicate shall be modified by a Sentence. 

6. An Auxiliary Sentence may be an Adjunct of the Object of a 
Phrase. 



































FOR BEGINNERS. 


45 



TEPHEN has a little wagon. 
One wheel has come off. 


How many wheels does a wagon 
have ? 


Is a spoke a part of a wagon ? 

A spoke is a part of a wheel; 
but a wheel is a part of a 
wagon. 


What other parts has a wagon ?— 
name them all. 


Stephen was drawing his sister to school. 


r 


Stephen 


X 



was drawing 




(to 

school ) 


sister 

C his ) 




Where was he drawing his sister? 

He was drawing her to school. 

Does the word “ to ” used alone, tell where he was drawing his sister ? 
Does the word “ school ” tell where ? 

What, then, does tell where he was drawing her? 

The two words <( to school,” used together, tell where. 

Then we see that two or more words united perform an office 
different from either of them used separately. Such a combination of 
words makes a 'Phrase .* 


* So the wheel, that Stephen has lost from his wagon, is a part of the wagon, and 
he must replace it to make the wagon complete. Yet the wheel itself is made of 
other parts— hub, felloes , and spokes— which cannot he used as a part of the wagon 
-until they are first put together in the form of a wheel. Hence we see that a Phrase 
is to a Sentence what a wheel is to a wagon- a part made up of other parts— of use 
only when these parts are combined. 
















46 


ENGLISH GRAMMAR 


I Clara 

X 

will come 

) 

( soon ) 

r Clara 

X 

will come 




1 lj n J time 

- )) 



VJZ) 

( short ) / 


1. Clara will come— when ? 

Clara will come soon. 

In this Sentence, what is the use of the word “ soon?” 

It is used to tell when Clara will come. 

Then the word “ soon ” is an Adjunct of “ will come.” 

What sort of an Adjunct is the word “ soon ? ” 

Why do you call it an “ Adverbial Adjunct ?” 

Because it modifies the Verb “ will come.” 

What is the meaning of the word “ soon t ” 

The word “ soo?i” means in a short time. 

Then the two Sentences— 

Clara will come soon, and 
Clara will come in a short time, 

are equivalent Sentences—they mean the same thing. But the Word 
“ soon ” is an “ Adverbial Adjunct.” Therefore the Phrase “ in a short 
time” is an Adverbial Adjunct. 

Thus we see that in the Analyses of Sentences, Phrases should be 
parsed just as their equivalent words are parsed* 


* In English, some Phrases have their equivalent word s< and some have not. 

EXAMPLES. 

The Phrase At this time, has its equivalent word Now. 

“ “ In this place, “ “ “ ** Here. 

“ “ Towards home, “ “ “ “ Homeward. 

“ “ The will of the people, “ “ “ “ The people’s will. 

“ “ Caps for boys, “ “ “ “ Roys’ caps. 

“ “ On the tree, has no equivalent word. 

So also the Phrases under (/round—across the bride/c—through the fields — 
in the school-room—on the desk, have no equivalent words. 

Hence we see that Phrases are not only convenient in expressing our thoughts 
elegantly, but that they are also necessary to the correct expression of our thoughts. 


















FOB BEGINNERS. 


47 


What is a Phrase ? 

Definition 21. A 'Plirase is two or more words used as a 
single part of a Sentence, or of another Phrase. 


EXAMPLES. 


1. To school . 

1 1 

. Anna goes to school. 

school ") - ( 

Anna ^ goes ^ 


M school 

2. At home . 

. She studies at home. 

Goes where ? 

Studies where ? 

3. On foot . 

. We went on foot. 

4. Under ground . 

. Rabbits burrow under ground. 

Where do rabbits burrow f 

What, then, is the office of the Phrase tc under ground ? ” 


The Phrase “ under ground ” is an Adjunct of “ burrow.” 
It tells where they burrow. 

5. Birds sing in the trees. 

C Bird8 X siDg Q 

trees 
( the~") 

Sing where ? 

Point out the Phrases in the following Sentences, and place them in 
the same Diagram: 

6. William walked over the bridge. 

7. Charles sits on the bench. 

8. Clara goes to the seminary. 

9. Mary plays for the company. 

Tell the office of each Phrase. 

Remember — 

Phrases, like j 'Principal Elements and 
Sentences, have \ Adjunct Elements. 





















48 


ENGLISH GRAMMAR 


Principal Elements. 

What are the Principal Elements of a Phrase ? 

Definition 22. The ^Principal Elements of a Phrase 
are the words necessary to its structure. 

EXAMPLES. 

1 . In speech . The boy was rude in speech. 

[ fa) speech' ) ( boy was rude ) 


C. Thc J [ faj speech ) 

2. To Kansas .Our Willie has gone to Kansas. 

3. On deck .The boy stood on the burning deck. 

4. In Chicago .Hattie’s father lives in Chicago. 

5. By steam .The cars are propelled by steam. 

6. Of pupils .The majority of the pupils. 

7. In room ..Study in the schoolroom. 


The Principal Elements of a Phrase consist of what ? 

The 'Pi'incipal PJlements of a Phrase are the Peade?' 
and the Subseqtient. 

What is the Leader of a Phrase ? 

Definition 23. The Peader of a Phrase is the word used 
to introduce the Phrase. 


EXAMPLES. 


Like . Like a spirit it came in the van of a storm. 



In . In the van. 

Of . Of a storm. 


What is the Subsequent of a Phrase f 

Definition 2Jf. The Subsequent of a Phrase is the Ele¬ 
ment which follows the Leader as its Object. 
























FOR BEGINNERS. 


49 


EXAMPLES. 


Spirit .Like a spirit [it came.] 



Deader. 

Subsequent. 

On 

sea . 

From 

lake . 

In 

song . 

To 

Naples . 

To 

study . 

To 

he censured . 

Scaling 

peak . 


The sun rose on the sea. 

A mist rose from the lake. 

Night passed away in song. 

Warner has gone to Naples. 

Anna loves to study at home. 

She does not like to be censured. 

“ Scaling yonder peak I saw an eagle.” 


Adjunct Elements. 

What are the Adjuncts of a Phrase f 

Definition 25. The Adjuncts of a Phrase are the words 
used to modify or limit the meaning of other words in the 
Phrase. 

EXAMPLES. 


1. The .The sun rose on the sea. 

2. Tonder .Scaling yonder peak I saw an eagle. 

3. Wintry .... The storms of wintry time will quickly pass. 


f 

t_ 

( The 


storms ~X will pass ) 
-)k[ time ^ ( q uickl r ) 
^ wintryJ 


4. This .The students of this class will now recite. 

5. Our .Our love for our parents should never diminish. 


RECAPITULATION. 

( The Deader, 

'Phrases consist of 3 The Subsequent, 
( Adjuncts. 




























50 


ENGLISH GRAMMAR 


EXERCISES. 


Point out the Phrases in the following Sentences, and tell the 
Leader , the Subsequent, and the Adjuncts of each : 

1. Scipio routed the forces of Hannibal. 

2. He received the fruit of his virtues. 

3. The course of life is short. 

4. The love of country prevailed. 

5. Piso brought assistance to his brother. 

6. Vulcan made arms for Achilles. 

7. They favored the undertakings of Catiline. 

8. The sacred mount is beyond the river. 

9. A faithful friend is known in adversity. 

10. No artist can, by imitation, attain to the skill of nature. 

Analyze and Parse the above Sentences and Phrases—by the fol¬ 


lowing 


MODEL. 


At break of day the top of the mountain was covered with cloud. 



Analysis of the Sentence. 



“ Top.” 

“ Was covered.” 


Adjunct 

Elements. 


i 


Of the Subject. 

Of the Predicate. 


“ The,”.a Word. 

“ Of the mountain,” . . a Phrase, 

“ At break of day,” ... a Phrase. 
“ With cloud,”.a Phrase. 


a Word. 


'Parsed. 


At break of day ”.is an element in the Sentence. 


Adjunct Element. 
Phrase —Adverbial, 


















FOR BEGINNERS. 


51 


.is an Element in the Sentence. 

Adjunct Element. 

W ord —A djective . 

.is an Element in the Sentence. 

Principal Element. 

Subject. 

Word— Noun. 

“ Of the mountain ”.is an Element in the Sentence. 

Adjunct Element. 

Phrase —A djecti ve . 

“ Was covered ”.is an Element in the Sentence. 

Principal Element. 

Predicate. 

Verb and 'Participle. 

“ With cloifd ”.is an Element in the Sentence. 

Adjunct Element. 

Phrase— Adverbial. 


Analyses of the Phrases. 
1. “ At break of day.” 


The Peader .... 

.“ At,”. 


The Subsequent 



Adjunct . 



2. 

“ Of day.” 


The Peader .... 

.“ Of,”. 


The Subsequent 



3. 

“ Of the mountain.” 


The Peader .... 

.« Of,”. 


The Subsequent 


. . a Noun. 

Adju?ict . 

." The,”. 


4. 

“With cloud.” 


The Peader .... 

.“ With,”. 


The Subsequent 




“ The ” 


“ Top ” 

























52 


ENGLISH GRAMMAR 


iT arsed. • 

.is an Element in tlie Phrase. 

The Leader— 'P repos it ion, 

P rea/c .is an Element in the Phrase. 

The Subsequent. 

Word— Noun. 

Of.day .is an Element in the Phrase. 

Adjunct. 

Phrase— Adjective. 


Thus parse the other Phrases. 

THE OFFICES OF PHRASES. 

Remember —Phrases, like words, may constitute Elements in Sen¬ 
tences. 

1. A Phrase may be the Subject of a Sentence. 


EXAMPLES. 

1. To do goody constitutes our highest duty. 

I To) ao Y good )Y constitutes duty J 

^ — ' / J K - (our^ ) ( highest J 

What constitutes our highest duty ? 

2. Ills being a minister, prevented his rising to civil power. 
Definition 26. A Phrase that is the Subject of a Sentence is 
called a Substantive Phrase. 

2. A Phrase may be the Object of a Sentence. 


EXAMPLES. 

3. I doubted his having been a soldier. 


C 


X 


doubted 


l_^ 

having been soldier 

r~^) W) 


Doubted wliat ? 

























FOR BEGINNERS. 


53 


4. Will your father forbid your studying Grammar ¥ 
Definition 27. A Phrase that is the Object of a Sentence is 
called a Substantive fPhrase . 

3. A Phrase may he an Adjunct of the Subject. 


EXAMPLES. 


5. The time of my departure approaches. 



P m y) 


What time ? 

6. The storms of wintry time will pass. 

4. A Phrase may be Adjunct of the Object. 


EXAMPLES. 


7. Heaven [from all creatures], hides the book of fate. 



(the) (ofj- 

fate ) 

What booh ¥ 

8. We were visiting the home of our childhood. 

What home ¥ Of whose childhood ¥ 

5. A Phrase may be Adjunct to the Object of another Phrase. 


EXAMPLES. 


9. Some in the fields of ether play. 



| ofj ether ) 


Play where ? What fields ¥ 


























54 


ENGLISH GRAMMAR 


10. They bask and whiten in the blaze of day. 

Definition 28. A Phrase that is an Adjunct of a Noun or of 
a Pronoun is an Adjective 'Phrase. 

6. A Phrase may be Adjunct to a Verb in Predicate. 

EXAMPLES. 

11. Willie has gone to Kansas. 

f Willie gone j 

[to j Kansas ) 

Gone where ? 

12. At midnight, in his guarded tent, 

The Turk was dreaming. When t Where ? 

Definition 29. A Phrase that is an Adjunct of a Verb is 
therefore Adverbial in its office. 

Definition 30. A Phrase that is not connected with any 
other Element is Independent. 

13. “ The cars having left, we chartered a coach.” 

( we chartered coach J 

CAD 

( cars ) 

* ^ Slaving left ) 

■ 14. The wind blowing hard we avoided the forest. 

RECAPITULATION. 

f Substa?itive, 

By their uses, Phrases are -I e > 

| Adverbial, 

Independent. 


















FOR BEGINNERS. 


55 


ANALYSIS OF SENTENCES AND OF PHRASES. 



ILLIAM cuts grass with a scythe. 

2. He has bought a farm on the 

prairie. 

3. Cars pass his door every day. 

4. Do you see a city in the distance ? 

5. Can you put these Sentences in 

this Diagram ? 

6. Try the experiment with the first. 



William 



X 

ID 


grass 

( the T 


) 


" Principal 
OS the I Elements. 
Sentence. 

. Adjunct 


The Subject. * . “William.” 

The Predicate.“ Cuts.” 

The Object.“ Grass.” 

Of the Predicate . . “ With a scythe,” .. a Phrase. 
Of the Object . . . . “ The,”.a Word. 


f Principal j The Leader.“ With,”.a Preposition. 

Phrne 1 EleMENTS> t The Subsequent . . “ Scythe,” .... a Noun. 

( Adjunct | Of the Subsequent. "A,”.an Adjective. 


Let the pupils thus analyze the following Sentences and Phrases— 
first placing them in the corresponding Diagrams which follow: 

2. Across the ocean came a pilgrim bark. 

8. The bark of the trunk of the wliite-oak is frequently variegated 
with large spots. 

4. The wood of the young stocks is very elastic, and is suscepti¬ 
ble of minute divisions. 























56 


ENGLISH GRAMMAR 


5. 

6 . 


7. 

8 . 

9. 

10 . 

11 . 

12 . 


13. 

14. 


15. 

16. 


The flowers put forth in the month of May. [Put forth— 
bloom.] 

Night, sable goddess, from her ebon throne 

In rayless majesty, now stretches FORTn 

Her leaden sceptre o’er a slumbering world. 

Vulgarism in language is a distinguishing characteristic of 
bad company and a bad education. 

The WOOD of the silver fir is not much used as timber. 

The hemlock spruce is not much esteemed for timber. 

Milton’s learning has all the effect of intuition. 

His IMAGINATION HAS the force of nature. 

Heaven, from all creatures, hides the book of fate. 

And as Jesus passed by, iie saw a man icho was blind. 

If a noble squire had conducted himself well, during the period of 
his service, the honor of knighthood was generally conferred 
upon him at the age of twenty. 

Another bright day’s sunset bathes the hills that gird Samaria. 

One glance of wonder, as we pass, deserve the books of Time. 


2 . 


3. 


4. 

5. 


6 . 


7. 


8 . 

9. 

10 . 


11 . 

12 . 

13. 


14. 

15. 



Simple Intransitive. 

44 44 


c . 

■ l J - 

~ ' ^ua' 


J x J | 

___ J 




Compound “ 

Simple “ 

“ Transitive. 





3E 


U= tt; 


~D==> 


DC 

X 



“ Intransitive. 

44 it 

44 44 

“ Transitive. 

44 44 

44 44 

Complex. 

44 


44 

44 


10 . 



























































FOR BEGINNERS. 


57 


EXERC ISES . 

Make Diagrams for the following Sentences—point out the Phrases 
in them—tell the offices of each, and analyze them by Model, p. 55. 

1. The memory of past evils disturbs us. 

2. The love of his country influenced him. 

3. The desire for money controls the miser. 

4. The infirmities of nature are common to all. 

5. The soldiers divided the spoils of war. 

6. The whole army was sent under the yoke. 

7. The moon shines with a borrowed light. 

8. The states of Thessaly enriched the children of Pelopidas. 

9. By the people of this generation, the question is to be decided. 

10. I came not here to talk. 

11. You know too well the story of our thraldom. 

12. We are slaves to a horde of petty tyrants. 

13. On some fond breast, the parting soul relies. 

14. Speak kindly to the little children.* 


THE FORMS OF 


PHRASES. 


In their forms, Phrases are 


'Prepositional, 
Infinitive, 
Participial, 
Independent. 


What is a Prepositional Phrase ? 

Definition 31. A Phrase whose Leader is a Preposition, and 
whose Subsequent is a Noun or a Pronoun, is called a ^Pre¬ 
positional Phrase. 


* To the Teacher. —We have now given the Definition , the Analyses , and the 
Etymological Offices of Phrases. 

These are all that are essential to the proper Analyses of Sentences, and these arc, 
perhaps, all that young pupils should be required to learn at this stage of their pro¬ 
gress in Grammar. 

Lessons on the “ Structure and Forms ” of Phrases which immediately follow 
may be reserved until the class review—at the discretion of the Teacher. 





58 


ENGLISH GRAMMAR 


EXAMPLES. 

At midnight in his guarded tent 
The Turk was dreaming. 

What is a Preposition ? 

Definition 82. A word used to connect other words by ex¬ 
pressing their relation to each other is called a Preposition . 

EXAMPLES. 


On .Henry stands on the bridge. 

Across .William walked across the bridge. 

At .At midnight the Turk was dreaming. 

With .William cuts grass with a scythe. 


Observation.—A Preposition generally introduces a Phrase and 
connects it to the word which the Phrase modifies. 

What is an Infinitive Phrase ? . 

Definition 88. A Phrase having the Preposition to for its 
Leader and a Verb for its Subsequent, is called an Infi?i- 
itive : Phrase . 


EXAMPLES. 

M C lcclte X lessoDS ) To recite our lessons. 

C ow ) 

We are ready to recite our lessons. 

C X Z are ready 

j f-oj recite ^lessons) 

( our ) 

What is a Participial Phrase ? 

Definition 8Jf. A Phrase introduced by a Participle , fol¬ 
lowed by a Noun or by a Pronoun, is called a Participial 
Phrase . 


















FOR BEGINNERS. 


59 


EXAMPLES. 



Scaling 


X 


peak 

( yonder 


3 


Scaling yonder peak. 


Scaling yonder peak I saw an eagle 
Wheeling near its brow. 


c xc 



3 



) 


What is an Independent Phrase f 

Definition 35. A Phrase whose Leader is a Noun or a 
Pronotm , followed by a Participle, is called an Znde- 
pe?ident Phrase. 


EXAMPLES. 

The hour having arrived, we commenced the Exercises. 


Q we "y commenced exercises ^ 

( the ) 


hour ") 

—fe.) [having,arrived ~) 


What is a Participle ? 

Definition 36. A word derived from a Verb by the addition 
of ing or ed* is called a Participle. 

EXAMPLES. 


Loving .Anna is both lovely and loving. 

Seeing .I passed the ball without seeing him. 


Participles derived from Irregular Verbs are formed variously. [See p. 117.] 





































60 


ENGLISH GRAMMAR 


'Puzzles in Analysis and Synthesis. 


7st Set. Let the pupils find the Sentences below adapted to the 
following 'Diagrams —place each Diagram on the blackboard and 
the appropriate Sentence in it: 


1 . 

2 . 

3. 

4. 

5. 

6 . 




1: He sunk to sleep, 

With all the nameless shapes that havnt the deep. 

2. Wheresoe’er our best affections dwell , 

And strike a healthful root, is happiness. 

8. Survey his sleepless couch, and standing there, 

Tell the poor pallid wretch that life is fair. 

4. Beneath the spear of Cathmar rose that voice which awakes the bards. 

5. Abide with him whom Penury’s charms control , 

And bind the rising yearnings of whose soul. 

6. It must be sweet in childhood to give back 
The spirit to its Maker, ere the heart 

Has grown familiar with the ways of sin. 

































































FOR BEGINNERS . 


61 


7. Go to the mat where squalid Want reclines. 

8. A man of refinement never has recourse to proverbs and vulgar 

aphorisms. 

9. Go to the shade obscure where Merit pines. 

10. The troubled ocean feels his steps, as Tie strides from wave to 

wave. 

11. As they sat down, one said to his friend on his right, “ We shall 

soon see who is who.” 

Now let each Sentence be analyzed by the formula given on pre¬ 
vious pages. 

2d Set. Diagrams and appropriate Sentences are given. Let each 
pupil make an original Sentence adapted to each Diagram. 


1. No Object. 

Anna sings. 

2. One Object. 

Clara studies Grammar. 

3. Two Objects... 

We invited Lucy and Jennie. 

4. One Word Adjunct. 

Anna sings sweetly. 

5. Two Word Adjuncts. 

Lucy comes here often. 

6. One Phrase Adjunct. 

Clara studies at home. 

7. Two Phrase Adjuncts. 

Father comes from the office at noon. 

8. One Word and one Phrase.. . 

Lucy often calls on us. 

9. Two Words and one Phrase.. . 

Ernest generally speaks well at school. 

10. One Intransitive Sentence Adjunct-- 

I will go if you will. 


11. One Transitive Sentence Adjunct. 

John studies when he attends school. 

12. One Word, - one Sentence, and one 

Phrase • 

We seldom succeed in school unless we 
obey commands. 

13. One Logical Adjunct.• • 

The cars having departed, we returned. 

(A Logical Adjunct is not joined to its Prin¬ 
cipal by any connecting word.) 


c 


c 


c 

c 


X 


X 




x 


D 


^33 


X 


CE 


put 


X 


u 


x 

X 




c 




cxx 


DC 


■Xx) 


czx 




J 


Let each Sentence be analyzed and parsed. 







































































































62 


ENGLISH GRAMMAR 


3d Set. (a) Let each pupil copy on paper one of the following 
a'Diagrams and fill it with an original Sentence —or 

(b) Let all the pupils take the same Diagram and fill it with an 
original Sentence—one being taken each day as an extra Exercise— 
each pupil being allowed to choose his own Subject—the teacher re¬ 
quiring only that the Sentence shall be, in all its parts, adapted to the 
Diagram. * 


12 . 

13. 


14. 


16. 


IT. 

18. 


19. 


23. 


26. 

27. 

28. 

29. 

30. 

31. 

32. 

33. 

































































PART II. 


WORDS—THEIR FORMS AND THEIR USES. 



“ The boy stood on the burning deck 
* Whence all but him had fled ; 

The flames that lit the battle’s wreck 
Shone round him, o’er the dead.” 

Do the picture and these words give us similar thoughts ? 
What is the principal object in the picture? 

What is the principal word in the Sentence ? 

Does the picture show what the hoy did ? 

Which word tells what the hoy did ? 

Docs the picture show where the hoy stood ? 

What phrase tells where the hoy stood ? 

Does the picture show the condition of the deck ? 
What word tells the condition of the deck ? 









64 


ENGLISH GRAMMAR — PART II. 


Remember—'Pictures and words are signs of ideas. 

(a) Pictures are general signs —understood by all people who see 
them. 

(b) Words are particular sig?is —understood by all people who 
have learned what the words mean. 

(c) Worts are } Spokeuand 

( Written. 

Spoken words consist in sounds. 

Written words are made of letters. 

Words. 

( In their definitions. 

Remember —Words differ -< In their forms/ 

(In their uses. 

lexicography. 

For the definitions of words we consult the Dictionary. 
Orthography. 

The forms of words are determined by the letters which compose 
them. For definitions and rules in Orthography, we consult the 
Spelling Book. 

JStymology. 

All words found in the Dictionary are used for nine different pur¬ 
poses : 

1. As Names of persons or of things. 

Those are called JVouns. 

2. As Substitutes for Nouns. 

Those are called Pronou7is. 

3. To declare something. 

These we call Verbs. 

4. To specify or qualify things. 

These we call Adjectives. 

5. To modify an act or a quality. 

These we call Adverbs. 


WORDS — CLASSES — NOUNS. 


65 


6. To show some relations of things. 

These we call Prepositions. 

7. To connect Words, or Phrases, or Sentences. 

These we call Conjunctions. 

8. To denote some sudden or intense emotion. 

These we call Exclamations. 

9. Only for elegance of expression. 

These we call Words of Euphony. 

Remember —In the structure of Sentences different sorts of words 
supply different Parts. Thus: 

1. The Subject of a Sentence must he a Noun or a Pronoun. 

2. The 'Predicate of a Sentence must be at least a Verb* 

3. The Obj'ect of a Sentence must be a Noun or a Pronoun. 

4. jidj'uncts of a Noun or of a Pronoun [the Subject or of the Object] 

must be an Adjective. 

5. All other Adjuncts are Adverbs. 


The Ncun—Classes. 

That boy is named Charles. 

Poy—Is that word a Noun f 

Why do you call it a Noun ? 

Charles—Is that word a Noun f 

Why do you call it a Noun f 

Are both those words names of the same person ? 

What, then, is the difference in the two words? 

The word “ boy ” is a name common to many young per¬ 
sons—a Common Name. 

The word “Charles” is a special name, given to one of 
those young persons—a ^Proper Name. 


Hence 

Remember —Nouns are 


Common Nouns or 
Proper Nouns. 


* But the Predicate may contain other sorts of words. [See page 21.1. 




66 


ENGLISH GRAMMAR — PART II. 


What is a Common Noun ? 

Definition J$. A Noun which is a name of a sort or class 
of persons or of things is called a Common Noun . 

Examples. — City, country, state, man. 

What is a Proper Noun ? 

Definition JU.. The name of an individual person or place, 
or of a thing personified, is called a 'Proper Noun . 

Examples. — Chicago, America, Kansas, Columbus. 

Remember —Of Common Nouns, we have 

1. Abstract: Nouns —Names of qualities, as goodness. 

2. Collective Nouns —Names of many individuals* as assembly. 

3. Yerbal Nouns —Names derived from Verbs, as the beginning. 

EXERCISES. 

Of tlie Nouns in the following list, select 

1. All the Propei' Norms. 

2. All the Common Norms ; and of these 

(a) All the Abstract Nouns. 

(b) All the Collective Nouns. 

(c) All the Yerbal Norms. 

1. William and his wife have gone to Kansas. 

2. My friend John was chairman of the meeting. 

3. He manifested some uneasiness as to the report of the committee. 

4. The house consumed much time in electing a speaker. 

5. The voting for clerk of the senate continued through the day. 

6. The boy stood on the burning deck. 

7. Whence all but him had fled. 

8. The flames that let the battles wreck. . 

9. Shone round him o’er the dead. 

II. Let each pupil make a Sentence containing the following Nouns: 
Boys, Charles, thoughts, smartness, community, singing. 


NO UNS — MODIFICA TIONS. 


67 


III. MODEL FOR PARSING. 4 

“ William ”.is a Name—lienee it is a Noun. It is the name 

appropriated to an individual—hence it is a 
Proper Noun. 

“ Wife ”.. is a Name—hence a Noun. Name of a. class of 

persons—hence a Common Noun. 

“Voting”.is a Name—hence a Noun. Name of an act— 

and derived from the Verb “ vote ”—hence it 
is a Verbal Noun. 

“ Senate ”.is a Name—hence a Noun. Name that includes 

many persons in one term—hence it is a Col¬ 
lective Noun. 

“ Uneasiness ”.is a Name—hence a Noun. Name of a mental 

state—hence an Abstract Noun. 


MODIFICATIONS OF NOUNS. 

Uva. 

For what is this word used ? 

Do 'people give that name to boys? 

William. 

For what is this word used ? 

Do people give that name to girls ? 

Then if “ Eva ” is the name of a girl, we may call it a feminine 
name. 

If “ William ” is the name of a boy, we may call it a masculine 
name. 

Hat. 

For what is this word used ? 

Is “ hat ”a feminine name ? 

Is “hat ” a masculine name ? 

Then it is neither masculine nor feminine. 

Remember 1. Some Nouns are the names of males. 

2. Some Nouns are the names of females. 

3. Some Nouns are names of things that are neither males 

nor females. 







68 


ENGLISH GRAMMAR — PART II. 


Wbft do Grammarians mean by the term Gender ? 

Definition Jfi. The term Gender is used in Grammar to 
denote distinctions of sex. 

What Nouns are said to be masculine? 

Definition J^.6. Nouns known to be the names of males are 
of the Masculine Gender . 

Examples.— Alfred, Charles, William, Ernest. 

What Nouns are said to be feminine? 

Definition Jfl. Nouns known to be the names of females are 
of the Feminine Ge?ider . 

Examples.— Mary, Cora, Clara, Anna. 

What Nouns are of the Neuter Gender? 

Definition J^8. Nouns known to be the names of things are 
of neither Gender—otherwise called the JV'euler Gender. 

Examples.— Book, pen, desk. 

Are all Noyns distinguished by Gender? 

English * Nouns that do not show by their forms whether 
they are names of males or of females or neither, are not 
modified by Gender. 

Examples.— Neighbor, cousin, parent, assembly. 

Observation.— A few Nouns that denote the conditions of people— 
and the names of some female animals, have certain distinctions of 
forms that indicate the sex. 


* In the Latin, Greek, and many other languages, the term “ Gender” applies to 
all Nouns and Pronouns, and also to Adjectives and to Participles. But in English, 
all we need of the term is to aid us in the proper use of the Pronouns he, site, him 
and her (and the Adjectives “ his ” and “ her ”)—and perhaps to assist in selecting 
names for boys and girls. In parsing Nouns and Pronouns, it is unnecessary to use 
the term Gender unless they are obviously masculine or feminine. * 

“The distinction of sex” is a very important jihysiological distinction—and social 
too—but in English Grammar its importance has been quite too much magnified. 



NOUNS — .MODIFICATIONS. 69 

% 

EXAMPLES. 

1.—Distinguished by different Words. 


Masculine. 

Feminine. 

Masculine. 

Femi?iine. 

Bachelor. 

Maid. 

King. 

Queen. 

Boy. 

Girl. 

Lad. 

Lass. 

Brother. 

Sister. 

Lord. 

Lady. 

Drake. 

Duck. 

Man. 

Woman. 

Father. 

Mother. 

Nephew. 

Niece. 

Husband. 

Wife. 

Uncle. 

Aunt. 

2.- 

-By Letters added to the same Word. 


Masculine. 

Feminine. 

Masculine. 

Feminine. 

Actor. 

Actress. 

Patron. 

Patroness. 

Author. 

Authoress. 

Prince. 

Princess. 

Governor. 

Governess. 

Protector. 

Protectress. 

Heir. 

Heiress. 

Shepherd. 

Shepherdess. 

Jew. 

Jewess. 

Songster. 

Songstress. 

Lion. 

Lioness. 

Tailor. 

Tailoress. 


Masculine. 

Administrator. 

Hero. 

Testator. 

Widower. 


MMmmiine. 

Administratrix, 

Heroine. 

Testatrix. 

Widow. 


3.—By prefixing or adding other Words. 


Masculine. 

Cock-sparrow. 

Gentleman. 

He-goat. 

Landlord. 

Man-servant. 


Feminine, 

Hen-sparrow. 

Gentlewoman. 

She-goat. 

Landlady. 

Maid-servant. 


EXERCISES. 


Let the pupils turn to the Exercises on page 66 and tell— 
. 1. Which Nouns are Masculine. 

2. Which Nouns are Feminine. 





70 


ENGLISH GRAMMAR — PART II. 


3. Which Nouns are Neuter. 

4. Which Nouns are not modified by Gender. 

Let each pupil make a Sentence containing— 

1. A Noun of the Masculine Gender. 

2. A Noun of the Feminine Gender. 

3. A Noun of the Neuter Gender. 

4. A Noun not modified by Gender. 

PERSON. 

Remember —All Nouns and Pronouns represent 

1. The person speaking. 

2. The person or thing spoken to; or 

3. The person or thing spoken of. 

What is Person in Grammar ? 

Definition Jfi. 'Person is that modification of Nouns and 
of Pronouns which distinguishes the speaker from the person 
or thing spoken to or spoken of. 

How many distinctions of Persons have Nouns and Pronouns ? 

f The First Perso?i. 

Nouns* and Pronouns are of 1 The Second Person ; or 

[ The Third Person. 

First Ferson. 

What Nouns and Pronouns are of the First Person ? 

Definition 50. Nouns and Pronouns that denote the speak - 
ers, are of the First Person. 

EXAMPLES. 


I ." I, John, saw these things.” 

We ."We, Athenians, are at fault.” 


Let each pupil make a Sentence containing a Noun or a Pronoun of 
the First Person. 

* All Nouns, except the names of persons or things addressed, are of the Third 
Person—unless used as explanatory of a Pronoun of the First or-of the Second 
Person. 





NOUNS—MODIFICA TIONS. 


71 


Second 'Person. 

What Nouns and Pronouns are of the Second Person ? 

Definition 51. Nouns and Pronouns denoting persons or 
things spoken to, are of the Second Person. 


EXAMPLES. 

Thou .“ Thou sun, said I, fair light / ” 

Tou ."I write to you, young men.” 

Ye . u Ye crags and peaks, I’m with you once again.” . 


Let each pupil make a Sentence containing a Noun or a Pronoun of 
the Second Person. 

Third Person. 

What Nouns and Pronouns are of the Third Person? 

Definition 52. Nouns and Pronouns denoting persons or 
things spoken of, are of the Third Person. 


EXAMPLES. 

He . “ He stood on an eminence, and glory covered him.” 

Hero .“ The hero hath departed.” 

She .“ She gave a look of melting tenderness.” 

It .“ It came and faded like a wreath of mist.” 


Let each pupil make a Sentence containing a Noun or a Pronoun of 


the Third Person. 





NUMBER. 


Book. 

books. 

House. 

houses. 

Box. 

boxes. 

Mouse. 

mice. 

Man. 

men. 

Child. 

children. 

Knife. 

knives. 

Genus. 

genera. 


Remember —Some Nouns and Pronouns denote a single thing ;— 
others denote more than one. 

What is Number in Grammar ? 

Definition 53. Number is that modification of certain 
Nouns and Pronouns whose forms distinguish unity from 
plurality —one from more than one. 










ENGLISH GRAMMAR — PART II. 


n 


Singular Number. 

When is a Noun or a Pronoun of the Singular Number? 

Definition 5^. A Noun or a Pronoun denoting a single 
thing, is of the Singula?' Number. 


EXAMPLES. 

Book .“ Mary gave me a book.” 

I .“I bold the pen of a ready writer.” 

Man ....... <e Man needs but little here below.” 

Ox ." The ox knoweth his owner.” 


Let each pupil make a Sentence containing a Noun or a Pronoun of 
the Singular Number. 

'Plural Number. 

When is a Noun or a Pronoun said to be of the Plural Number? 
Definition 55. A Noun or a Pronoun denoting more than 
one, is of the 'Plural Number. 


EXAMPLES. 

Books ."Of making many books there is no end.” 

We ."We have come from the mountains.” 

Men ." Most men seek renown.” 

Oxen ."I have bought five yoke of oxen.” 


Let each pupil make a Sentence containing a Noun or a Pronoun of 
the Plural Number. 

Note. —Some Nouns and Pronouns are not modified in Number— 
i. e.y they are not varied in form to denote the Number. 


EXAMPLES. 

Nouns .Sheep, deer, scissors, apparatus. 

Pronouns .You, who, which, that, what. 

EXERCISES. 


Let the pupils turn to page 63 and give the Person and Number of 
each Noun in the Exercises. 

Let each pupil make a Sentence containing— 

1. A Noun in the Singular Number. 

2. A Noun in the Plural Number. 












NOUNS — CASE. 


73 



ALPH lias a pony. 

1. fRd P T.'y y ) 

What part of this Sentence is the 
word “ Ralph ? ” 

2. The pony carries Ralph. 

c y. 

CZJ 

What part of this Sentence is the 
word “Ralph?” 


3. Who gave the pony to Ralph ? 


dXIZXZD 

l J Ralph") ^^ 

Is this word “ Ralph ” a part of the Sentence or of the “ Phrase ? ’ 
What part of the Phrase is that word ? 

( ~yis ( Halplx ") 

4. That hoy riding the pony is Ralph. CJ> [ 


What part of this Sentence is the word “ Ralph ? 
5. Ralph, will you sell your pony ? 


c 




(~ Ralph) 

What part of this Sentence is the word “ Ralph ? 

CZXZX 

6. My friend Ralph rides his pony often. (—) C—) 

( Ralph *) 

What part of this Sentence is the word “ Ralph ? ’ 

.. ( X . 

7. I will ride the pony—Ralph giving 

permission. 


TZT 



Is this word “ Ralph ” a part of a Sentence or of a Phrase ? 
What part of the Phrase is that word ? 

8. Ralph’s pony is a fine animal 

What part of this Sentence is the word “ Ralph's? ” 


























































74 ENGLISH GRAMMAR — PART II. 

Thus we see that the word Ralph may occur in eight different con¬ 


ditions : 

1. As Subject of the Sentence. Subjective. 

2. As Object of the Sentence ) . Objective. 

3. As Object of the Phrase j 

4. In Predicate with a Verb. 'Predicative. 

5. As the name of a person addressed. Appellative. 

6. Explanatory of a preceding Noun. Appositive. 

7. As Leader of an Independent Phrase. j. Absolute. 

8. As an Adjunct of a Noun. J. Adjective. 

And if in the Possessive form .. Possessive. 


Remember —In English Grammar, the Condition * of a Noun (i. e., 
its relation to other words) is called its Case. 

Remember —Of these eight conditions of Nouns and of Pronouns, 
only three enter into the structure of Sentences as Essential or Princi¬ 
pal Elements. 

These conditions are— 

1. The Subject .M y friend visited me. 

2. The Object .I entertained my friend. 

3. In Predicate .George is m y friend. 

In all other cases. Nouns and Pronouns are Independent,f i. e., they 
are not dependent on other words in the construction of a Sentence. 

Subjective Case. 

When is a Noun or a Pronoun in the Subjective \ Case? 

Definition 56. A Noun or a Pronoun which is the Subject 
of a Sentence is in the Subjective Case. 


* In Latin and Greek Grammars the form of a Noun is called its Case. 

+ The comprehensive term “ Independent Case ” is suited to all of them, while 
the specific terms— Appellative, Absolute, and Appositive —seem appropriate to 
the special offices indicated in the text. Nouns in the Possessive form lose their 
6uhstantive character and become Adjuncts of other Nouns— Adjectives . 

X Called “ Nominative Case ” in the old grammars. 














NOUNS AND PRONOUNS — CASE. 


75 


EXAMPLES. 


John .John studies grammar. 

Birds .Birds build nests. 

I .I come not here to talk. 

He .He stood on an eminence. 

She .Will she return again? 


Can we know by its form when a Noun is in the Subjective Case? 

The forms of Nouns do not determine their Case. We 
know when a Noun is in the Subjective Case only by its being 
the Subject of a Sentence. 

How do we know which word in a Sentence is the Subject? 

The Subject of a Sentence may be known by its properly 
answering the question Who? or What? placed before 
the Predicate. 

EXAMPLES. 

1. John studies grammar. 

Who studies grammar ? 

2. Virtue secures happiness. 

What secures happiness ? 

Let each pupil make a Sentence which shall have the wdrd John in 
the Subjective Case. 

Objective Case. 

When is a Noun or a Pronoun in the Objective Case? 

Definition 57. A Noun or a Pronoun which is the Object of 
a Sentence or of a Phrase, is in the Qbj'ective Case. 


EXAMPLES. 

John .William assists John , and is assisted by John. 

Birds .We saw some birds chasing other birds. 

Me .Attempting to injure me he benefited me. 

Him . Him from my childhood I have known. 

Her .We saw her and spoke to her. 












76 


ENGLISH GRAMMAR — PART II. 


How may we know which word in a Sentence is the Object?* 

The Object of a Sentence may be known by its properly 
answering the question Whom? or What? placed after 
the Predicate. 

EXAMPLES. 

• 

1. William assisted John. Assisted whom? 

2. Virtue secures happiness. Secures what ? 

How may we know the Object of a Phrase? 

We may know the Object of a Phrase by its properly an¬ 
swering the question Whom ? or What ? placed after the 
Leader of the Phrase. 

EXAMPLES. 

William was assisted by John. By whom? 

We saw some birds chasing other birds. Chasing what? 

Let each pupil make a Sentence which shall contain the word John 
as its Object. 

Let each pupil make a Phrase which shall contain the word John as 
its Object. 

iPredicative Case. 

When is a Noun or a Pronoun in Predicate ? 

Definition 58. A Noun or a Pronoun used with a Verb to 
declare something of the Subject is in Predicate. f 

EXAMPLES. 


Friends .We are friends. 

Scholar .Thou art a scholar. 

Vapor .Clouds are vapor. 

I .It is J^-it was John. 

Love .God is love. 


“ If it be thou, bid me come to thee.” 


* In some languages, the form of Nouns and Pronouns determines their Case. 
Not so in English—all Nouns have the same forms. Only the Pronouns I, me, we, 
us, thou, thee, she, her, who and whom, show their Case by their forms. Hence, when 
we have learned the right forms of these words, we have mastered the mysteries of 
Case—so far as forms are concerned. 

t In the old grammars this Case is also called “ Nominative.” 








NOUNS ANN PRONOUNS — CASE. 


77 


Let each pupil make a Sentence— 

(1) Having a Noun in Predicate. 

(2) Having a Pronoun in Predicate. 

Independent Case . 

When is a Noun or a Pronoun in the Independent Case ? 

A Noun or a Pronoun not dependent on any other word in 
its Sentence is in the Independent Case . 

EXAMPLES. 

1. John — America — boy — country. 

2. Hamlet, you have your father much offended. 

3. The teacher being absent, Alfred took the chair. 

4. Peter the hermit resembled Peter the apostle. 

The above Examples show 

That the Independent Case includes— 

1. Nouns simply mentioned—signs—cards, &c.—having no connection 
with a Sentence— Naming . 

Examples. —John Smith—Post-office—Tin and sheet iron — Great 

Eastern. 

2. Nouns and Pronouns used with Participles, to form Independent 
Phrases —Absolute * 

Examples.—" The sun having risen, we struck tents and started.” 

3. Names of persons and things addressed— Appellative* 

Examples.—" John , how long is it to dinner? ” 

4. Nouns and Pronouns used to explain preceding Nouns and Pro¬ 
nouns— Appositive. 

Examples. —Peter the hermit resembled Peter the apostle. 

Ye crags and peaks, I am with you once again. 

Remember— Nouns in this Case—being explanatory of other Nouns— 
are Logical Adjuncts. 

Let the pupil make Sentences—using Independent Nouns. 

1. Naming.— 2. Appellative.—3. Absolute.—4. Appositive. 

* In the old grammar?, these Cases are also called Nominative. 





78 


ENGLISH GRAMMAR — PART II. 


Possessive Case. 

Remember —Many words, commonly used as Nouns, are sometimes 
used to describe persons and things ; then they become Adjectives. 

When is a Noun or a Pronoun changed into an Adjective? 

A Noun or a Pronoun becomes an Adjective ichenever it is 
used to modify or limit the signification of another Noun or 
Pronoun. 

EXAMPLES. 

Nouns. —Iron, gold, straw, Webster. 

These become Adjectives in the following positions: 

An iron fence; a gold pen ; a straw hat; Webster’s dictionary. 

Do such words change their forms on becoming Adjectives? 

Some Nouns and Pronouns are changed in form on becom¬ 
ing Adjectives, and some are not. 

EXAMPLES. 

1. Gold . ..A gold pen. 

2. Wool.A wool hat. 

3 Brick.A brick house. 

4. Gold.A golden harvest. 

5. Wool.A woolly animal. 

6. Children .... Children’s shoes. 

7. Nation.National Series. 

Note.— When an apostrophe [’] with (and sometimes without) the 
letter Sj is added to a Noun, it is in the Possessive form; and it is 
then said by some grammarians to be in the Possessive Case. By 
others, in the Genitive Case. Yet, in its Syntax, it is Adjective — 
because it " limits the signification of a Noun.” 


EXAMPLES. 

John .Jane is using John’s book. 

Man .Then shall man’s pride and dullness comprehend. 

Action .... His action’s, passion’s, being’s use and end. 

Boys .... 4 George sells boys’ caps. 


1. Without change .... 

2. With change . 










NOUNS AND PRONOUNS — CASE. 


79 


Do words in the Possessive form always indicate possession or owner¬ 
ship ? 

Words in the Possessive form sometimes do, and sometimes 
do not, indicate possession. 

Let each pupil make a Sentence that shall contain a Noun or a Pro¬ 
noun in the Possessive form, and let him give the office of the Word in 
the Sentence. 

Indicating 'possession . John's book, my book, your hat. 

Not indicating possession .... Todd’s Students’ Manual. 

Burns' Cotter's Saturday Night. 

Gould’s Adam’s Latin Grammar. 

Whose future has been revealed ? 


EXEBCISES. 


I. Let the pupils tell the Case of the following Nouns: 

1. Such men mistake the true aim of life. 

2. Herod and Pilate were made friends. 

3. John, have you seen Smith the blacksmith to-day? 

4. The boy stood on the burning deck. 

5. Whence all but him had fled. 

6. The flames that lit the battle’s wreck, 

Shone round him o’er the dead. 

7. Peter the disciple was an apostle to the Gentiles. 


II. Let each pupil make a Sentence containing one of the words man, 
Jerusalem, sun. 


(a) In the 

Subjective 

Case. 

(b) “ “ 

Objective 

Case. 

(c) " . " 

Predicative 

Case. 

(d) “ “ 

Independent Case.—Absolute. 

(e) “ “ 

t< 

“ Appellative. 

(f) “ “ 

(C 

“ Appositive. 

(g) “ " 

a 

“ Possessive. 


III. Analyze the 
lowing 


above Sentences and parse the Nouns after the fol« 
MODEL. 


Peter the disciple was an apostle. 



80 


ENGLISH 


GRAMMAR—PART II, 


Analyzed. 

Principal Elements.- i T * ie ® ub j ect 

( The Predicate. 

Adjunct Elements, i tlie ^ u ^ ect . 

/ Of the Noun in Predicate 


Peter. 

Was apostle. 
The disciple. 
An. 


'Parsed. 

“Peter”.is an Element in the Sentence. 

A Principal Element—The Subject—Word— 
Noun, Proper—Third Person — Singular 
Number— Subjective Case. 

“ Disciple ”.is an Explanatory Word. 

A Noun—Common—Third Person—Singular 
Number— Appositive Case. 

“ Apostle ”.is an Element in the Sentence. 

A Principal Element—in Predicate—Noun— 
Common—Third Person—Singular Num¬ 
ber— Predicative Case. 


RECAPITULATION. 


Nouns are modified by 



Gender. 


Person. 


Number. 


Case. 


( Masculine, 
•< Feminine, 
( Neuter. 

! First, 
Second, 
Third. 

{ Singular, 
Plural. 


Subjective, 

Predicative, 

Objective, 

Independent, 

Appellative, 

Appositive, 

Absolute, 

Possessive. 










P RONO UNS — CLASSES. 


81 


PRONOUNS. 



•c— 
- ^ 


NNA and Willie carr^a basket. 

It is made of willows. 

What is made of willows ? 

She wears a bat. 

Who wears a hat f 

He wears a cap. 

Who wears a cap t 

For what did I use the word “ it ? ” 
Foes “ it ” always mean basket ? 
For what did I use the word “ she ? 
Foes “ she ” always mean Anna f 


)9 


For what did I use the word “ he ? ” 

Foes “ he ” always mean Willie f 

Remember —Some words are often used in place of other words; and, 
when they are used in place of Nouns, they are called Pronouns. 

What is a Pronoun ? 

Definition 59. A ^Pronoun is a word used instead of a 
Noun. 

Examples.—I, me, you, ye, he, him, she, her, it, we, us, they, them, 
who, whom, which, what, that. 

Remember —The word for which a Pronoun is used is called its 

jintecedent. 

What is the Antecedent of the Pronoun “ she ” in the Sentence above 
given ? 

“Ernest says he will ride his colt when it is large enough to carry 

him.” 

In this Sentence , what is the Antecedent of the Pronoun “ he ? }, —0f 
the Pronoun “ it ? ”—Of the Pronoun “ him ? ” 

CLASSIFICATION OF PRONOUNS. 

« He that getteth wisdom, loveth his own soul.” 

“ Who will show us any good ? ” 


82 


ENGLISH GRAMMAR—PART II. 


Remember 1. Some Pronouns denote, by their forms, their modifica¬ 
tion of Gender, 'Person, Number, and Case. 

2. Others relate directly to the Nouns for which they 

are substituted. 

3. Others are used—in addition to their ordinary office— 

in asking questions. 

4. Others describe or qualify the names for which they 

are substituted. Then— 

How many classes of Pronouns have we ? 

There are four classes of Pronouns: 

1. Personal Pronouns. 

2. Conjunctive (Pelative) Pronouns. 

3. Interrogative Pronouns. 

4 . Adjective Pronouns. 

“ I call to you with all my voice.” 

In this Sentence , for what is the word “I” used ? 

It is used instead of the name of the speaker. 

Does that word always indicate the speaker t 
For what is the word “ you ” used ? 

It is used instead of the name of the person spoken to. 

Does that word always indicate the person addressed ? 

“ He that getteth wisdom, loveth his own soul.” 

For what is the word “ he ” used f 

It is used instead of the person spoken of. 

Does it always represent the name of the person spoken of? 

Remember —Pronouns may represent— 

1. Persons speaking — First Person. 

2. Persons spoken to — Seco?id Person. 

3. Persons spoken of— Third Person. 



PR O NOUNS — PERSONAL. 


83 


I.—PERSONAL PRONOUNS. 

What is a Personal Pronoun ? 

A Pronoun whose form determines whether it stands for 
the person speaking —the person spoken to —or the person 
spoken of, is a Persona7 Pronoun. 

Which are the Personal Pronouns ? 

The Personal Pronouns are I, thou, tie, she, it, 7Pe, 
ye, you, they; me, thee, him, her, tes and them. 

Which of these are of the First Person ? 

The Pronouns I, me, we and us are used to represent 
the persons speaking, and are therefore of the First 
Person. 

Which are of the Second Person ? 

The Pronouns thou, thee, ye tm&you are used to repre¬ 
sent the persons addressed, and are therefore of the Second 
Person. 

Which are of the Third Person? 

The Pronouns he, him, she, her, it, they and ttiem, 
are used instead of persons or things spoken of, and are there¬ 
fore of the 2'hird Person. 

Which are of the Singular Number ? 

The Pronouns I, 7?ie, thou, thee, he, 7iim, she, 7ier 
and it always represent but one person or thing, and are 
therefore of the Singular Number. 

Which are of the Plural Number f 

The Pronouns we, us, ye, t7iey and them always repre¬ 
sent more than one person or thing, and are therefore of the 
Plui'al Number. 

Which Pronoun has the same form in both Numbers f 

The Pronoun you is now used to represent one or more 
persons. Its form, therefore, does not distinguish the Number. 


84 


ENGLISH GRAMMAR — FART II. 


Which of the Pronouns distinguish the Gender by their forms? 

Only the Pronouns he, him, she, her and it determine 
the Gender—all the others are not modified by Gender. 

Let fifteen Sentences be made by the class—each Sentence contain¬ 
ing a different Personal Pronoun. 


RECAPITULATION. 


First Person. 


ISecond Person. 


Third Person. 


r Singular. 


Plural. 


j Subjective 

form. 

L 

( Objective 

St 

Me. 

j Subjective 

it 

We. 

( Objective 

St 

Us. 

j Subjective 

ss 

Thou, you. 

( Objective 

tt 

Thee, you. 

( Subjective 

ss 

Ye, you. 

{ Objective 

St 

\ 

You. 

Masc. He. 

r 

Subjective 

< 

SS M 

i 

1 

Fern. She. 

[ Neut. It. 

Masc. Him. 

Objective 

ss <) 

1 Fem. Her. 

„ Neut. It. 

j Subjective 

tt 

They. 

( Objective 

ss 

Them. 


Remember —The Pronouns myself, ourselves , thyself, yourself, your¬ 
selves, himself, herself, itself, and themselves, are called Compound 
'Personal Pronouns . 

Let each pupil make a Sentence that shall contain a Compound Per 
sonal Pronoun. 

Other Pronouns. 


Remember —Some Pronouns not only represent Nouns but also per¬ 


form secondary offices. 

1. To introduce Sentences. Conjunctive. 

2. To ask questions. Interrogative. 

3. To limit or qualify their antecedents. Adjective. 







PRONOUNS — CONJUNCTI VE. 


85 


II. — RELATIVE PRONOUNS. 

Remember —Pronouns that introduce Auxiliary Sentences are called 
Relative 'Pronouns. 

They are also called Conjunctive Pronouns .* 

Examples. —The hoys who study will improve. 


What is the Subject of this Sentence ? 

What boys will improve ? 

The words “ who study ” constitute what ? 

Why do you call “ who study ” a Sentence? 

What is the Subject of that Sentence ? 

What is the Predicate ? 

What word introduces the Sentence ? —Then 
What sort of word is “ who ? ” 

What is the Antecedent of that Pronoun ? 

What word does the Sentence “ who studies ” limit ? — Then 
What sort of Sentence is " who studies ? ” 

2. Warner has read the hook which 1 gave to him. 

3. The book that I lost has been found. 

4. The boy whom we met is my cousin. 

What words are used as Relative or Conjunctive Pronouns? 

The words who, whom, which, that and what are 
used as 'Relative Pronouns. 

Remark.— Who is changed to whom when put in the Objective Case. 
The other Relative Pronouns have the same form in all the Cases. 
Remark.— The words as and than are sometimes used as Relative 


Pronouns. 

As .“ Such as I have give I unto thee.” 

Phan .“We have more than heart could wish.” 


Let each pupil make a Sentence having a Relative Pronoun. 
Remark. —Relative Pronouns are used only in Adjective Sentences. 


* By most authors the term “Relative” is applied to these Pronouns. “Con¬ 
junctive ” is a more appropriate term, as they always introduce Auxiliary Sentences. 
But pupils may use either term—as preferred by the teacher. 






86 


ENGLISH GRAMMAR — PART II. 


Who and whom are applied to intelligent beings. 

The man who passed resembled the man whom we met. 

Which and what relate to lower animals and to tilings. 

The box that you saw contained the books which I bought. 

John has not done what I required. 

That relates alike to persons and to things. 

Remark 1.— Which is applied to a collective noun of persons, when 
the thought rests chiefly on the collections. 

Example. —The meeting which was large was quiet. 

Remark 2. —Which is often used as an Adjective. 

Example. —Which book do you prefer ? 

Interrogative ^Pronouns. 

Remember —Some Pronouns are used in asking questions. 

What is an Interrogative Pronoun ? 

Definition 60. A Pronoun used to ask a question is called 
an Interroe/alive Pronoun . 

EXAMPLES. 

1. Who will show us any good ? 

In this Sentence, what word asks the question ? —Then 
What sort of Pronoun is (( Who ?” — Why ? 

What is the Antecedent of “ Who ? ” 

The Antecedent of an Interrogative Pronoun is the word 
which answers the question. 

EXAMPLES. 

1. Who says that? John [says that]. 

2. Whom did you call? [I did call] William. 

3. Which do you prefer ? I prefer the best. 

4. What can compensate for loss of character? 

5. What sought they thus afar ? 

Name the proper Antecedents of these Interrogative Pronouns. 

Let each pupil make a Sentence which shall contain an Interrogative 
Pronoun. 


P RONO UNS — ADJECTIVE. 


87 


III.—ADJECTIVE PRONOUNS. 

1. Good people are great people. 

What is the Subject of that Sentence ? 

What sort of people are great ? 

What, then, is the use of the word “ good ? ” 

Why do you call the word <( good ” an Adjective? 

2. “ The good alone are great.” 

Who are great ? —Then 

What is the Subject of this Sentence ? 

What sorts of words are used as Subjects of Sentences? 

Is the word “ good ” a Noun ? 

If “ good ” is the Subject and not a Noun, what sort of word must it 
be? [See p. 19.] 

If it is the Subject and not a Noun, it must be a Pro¬ 
noun 

“ The good alone are great.” 

For what Noun is the word “ good ” substituted ? 

If the word “good” qualifies “people ” and is also used instead of 
“people,” then what two offices does it perform in that Sentence?, 

If it “qualifies a Noun,” it is therefore an Adjective . 

If it is “ used instead of a Noun,” it is therefore a Pro- 
noun ; and 

If it represents the Noun which it qualifies, it is an Ad¬ 
jective 'Pronoun. 

What is an Adjective Pronoun ? 

Definition 61. A word used to supply the place of a Noun 
which it qualifies is an Adjective Pronoun . 


EXAMPLES. 

All .“ All that I have is thine.” 

Any . “ Are there any here who can parse that word ? ” 

Some .“ Some said one thing and some another.” 

Such .; . “ Such as I have give I unto thee.” 

Poor . “ The poor ye have always with you.” 







88 


ENGLISH GRAMMAR — PART II. 


What words are commonly used as Adjective Pronouns ? 

1. Alt, a?iy, other, some, such—few, many, no?ie 
— this, that, these, those, are often used as Adjective 
Pronouns. 

2. .By placing the word “the ” before almost any Adjective, 
it may he used as a Substantive;—and when it is so used, it 
becomes an Adjective Pronoun. 

What are the Adjective Pronouns in the following Sentences ? 

1. I pity all who cannot see. 

2 . I will give all or any of these to you. 

3. One who loves must often weep. 

4. Another came and said, she is dead. 

5. Many will attempt, few will succeed. 

6. Those that seek me early shall find me. 

7. Such find no comforter on earth. 

8. He shares with none that glorious name. 

9. Some would climb the highest hill, and others walk along the vale. 



RECAPITULATION. 

Singular. Plural. 

r First— I, me. We, us. 

Personal. Second— Thou, thee. Ye, you. 



Pronouns are 




' This, that, these, those. 
Each, either, neither, none. 


Adjective. « another, any, both, some, such. 


Mine, thine, his, hers, ours, yours ; 
v. theirs, and many others. 




VERBS — CLASSES. 


89 


VERBS. 

LES knocks the ball vigorously. 

It goes straight to Arthur. 

Will he catch it ? 

He is skillful at catching. 
Eugene is learning how to play. 

In the above Sentences— 

What is the use of the word “ knocks ? ” 
What is the use of the word “goes f ” 
What is the use of the wordf catch ? ” 
What other word is used with “catch ?” 
What is the use of the word “skillful ?” 

What word assists “ skillful ” to declare something of “ he ? ” 

What declares something of “ Eugene ? ” 
lie is learning how to do what t 

We have seen (page 20) that 

Words that declare something of persons and of things are called 
1'Predicates, and that every Predicate must have at least one Verb. 

What is a Verb ? 

Definition 62. A word that asserts an act , being , or state of 
a person or of a thing is called a Verb . 



CLASSIFICATION. 


Verbs are used 


as 'Predicates of Sente?ices, 
as Subseqaents of Phrases . 


EXAMPLES. 


Predicate .Columbus discovered America. 

Subsequent .To sleep, perchance to dream. 


Remember 1. Verbs used in Predicate are called Phiite Ve?‘bs. 

2. Verbs used as Subsequents of Phrases are called In - 
finitive Verbs. 









90 


ENGLISH GRAMMAR — PART II. 


Remember 3. Some Verbs assert action, others assert being or state. 


EXAMPLES. 


1. Action .Cora creeps. 

William studies grammar. 

2. Being .God exists. 

People live. 

3. State .Warner sleeps. 

Remember 4. Some Verbs that assert action have Objects expressed— 
others have no Objects. 

EXAMPLES. 

1. With Objects .William studies grammar. 

Birds build nests. 

2. Without Objects .Birds fly. 

Children play. 


Then, how many classes of Verbs have we ? 

f Transitive Verbs and 

H 

What is a Transitive Verb ? 


There are two sorts of Verbs- 


Intransitive Verbs. 


Definition 63. A Verb that asserts an act which jtmses over 
to an Object, is called a Transitive Verb . 


EXAMPLES. 

1. Charles knocks the ball. 

2. The king of shadows loves a shining mark. 

3. Him from my childhood I have known. 

Let each pupil make a Transitive Sentence. 

What is an Intransitive Verb t 

Definition 6 J/.. A Verb that has no Object is called an Tn- 
transitive Verb. 

EXAMPLES. 

1. We have come from the mountains. 

2. Now fades the glimmering landscape on the sight. 

Let each pupil make an Intransitive Sentence. 







VERBS — MODIFICA TIONS. 


91 


MODIFICATIONS. 

Remember 5. Transitive Verbs tliat denote Action have two methods 
of representing the Action— 

1. As done by its Subject. 

2. As done to its Subject. 


EXAMPLES. 


1. By its Subject .1. Columbus discovered America. 

2. Birds build nests. 

2. To its Subject .3. America was discovered. 

4. Nests are built. 


Then, how are Transitive Verbs modified f 


Transitive Verbs have two Voices— 


f 


The Active Voice and 
The 'Passive Voice, 


When is a Verb in the Active Voice ? 

Definition 65. A Verb that asserts an act done by its Sub¬ 
ject, is in the Active Voice, 


EXAMPLES. 

1. William assists Warner. 

2. Columbus discovered America. 

Let each pupil make a Sentence whose Verb shall be in the Active 
Voice. 

When is a Verb in the Passive Voice? 

Definition 66. A Verb that asserts an act done to its Sub¬ 
ject, is in the Passive Voice, 


EXAMPLES. 

1. Warner is assisted. 

2. America was discovered. 

Let each pupil make a Sentence whose Verb shall be in the Passive 
Voice. 




92 


ENGLISH GRAMMAR — PART II. 


Mode. 

Remember 1. A Verb may simply declare an act or state. 

2. It may declare the possibility of an act. 

3. It may declare an act conditionally. 

1 . It may command an act; or, 

5. It may constitute the name of an act. 


EXAMPLES. 

1. Assert Absolutely .We study grammar 

2. “ Possibility .We may study grammar. 

3. u Conditionally .If we study grammar. 

4. “ Command . Study grammar. 

5. Unlimited by a Subject ...... To study grammar. 

Then, how many Methods or Modes have we of asserting an act ? 

f l. The Indicative Mode. 

2. The ^Potential Mode. 

3. The Subjunctive Mode. 

4. The Imperative Mode; and 
5. The Infinitive Mode. 

■ Indicative Mode. 

When is a Verb in the Indicative Mode ? 

Definition 67. A Verb that simply declares an act, or state, 
is in the Indicative Mode. 

EXAMPLES. 


Declare .1. Birds fly. 

2. Arthur catches the ball. 
Ask .3. Do birds fly? 


4. Did Arthur catch the ball ? 

Let each pupil m^ke a Sentence whose Verb shall be in the Indica¬ 
tive Mode. 









VERBS — MODES . 


93 


: Vote?itial Mode. 

When is a Verb in the Potential Mode ? 

Definition 68. A Verb indicating power , probability , will , 
or obligation , is in the 'Potential Mode. 

EXAMPLES. 

1. Obligation .Mary should study. 

2. Power .Cora can learn. 

3. Probability .Willie way go. 

4. .Cl^ra read. 

Observation.— Verbs in the Indicative and in the Potential Modes 
may be used in Interrogative Sentences. 

Let each pupil make a Sentence whose Verb shall be in the Poten¬ 
tial Mode. 

Subjunctive Mode. 

When is a Verb in the Subjunctive Mode? 
v Definition 69. A Verb asserting a conditional fact or event, 
is in the Subjunctive Mode. 

EXAMPLES. 

1. Were I known. 

2. If we believed. 

Let each pupil make a Sentence whose Verb shall be in the Sub¬ 
junctive Mode. 

Imperative Mode. 

When is a Verb in the Imperative Mode ? 

Definition 70. A Verb used to command or to entreat , is in 
the Imperative Mode . 

EXAMPLES. 

1. “Go thou into all the world.” 

2. “ Come unto me all ye that labor.” 

Let each pupil make a Sentence whose Verb shall be in the Impera¬ 
tive Mode. 






94 


ENGLISH GRAMMAR—PART II. 


Infinitive Jlfode. 

When is a Verb in the Infinitive Mode ? 

Definition 71. A Verb used as the Object of the Preposi¬ 
tion to, is in the Infinitive Mode . 

EXAMPLES. 

1. To study —to play —to recite. 

2. I love to study. 

Let each pupil make a Sentence that shall have an Infinitive Phrase. 

Note. —The Infinitive Mode is so called because the Verb is not 
limited by a Subject. 

EXERCISES. 

Let the class turn to page 14 and 

1. Mention the Verb in each Sentence. 

2. Tell the Mode of each Verb. 

Tense. 

Remember —The different times in which acts are performed are indi¬ 
cated—sometimes by Adverbs of time, and sometimes by changes in the 
form of the Verb; and often both methods are employed. 

EXAMPLES. 

1. By Adverbs .Study now —Study to-morrow. 

2. By change of Verb .... I study—I studied. 

I shall study—I have studied. 

3. By both Methods .I write now— I wrote yesterday. 

I shall write to-morrow. 

I have written often. 

Remember —Changes in the form of Verbs to denote distinctions of 
time are called Modifications of Tense. 

What is Tense ? 

Definition 72. Tense is a Modification of Verbs to denote 
distinctions of time. 




VERBS — TENSE. 


95 



EXAMPLES. 



I 

write. 

John 


studies. 

I 

have written. 

John 

has 

studied. 

I 

wrote. 

John 


studied. 

I 

had written. 

John 

had 

studied. 

I shall 

write. 

John will 

study. 

I shall 

have written. 

John 

will have studied. 


How many Tenses have Verbs ? 

I The 'Prior Past Tense, 
l The Past Tense, 

Verbs in the Indicative) The Prior Present Tense. 
Mode have Six Tenses: j The Present Tense, 

I The Prior Piiture Tense, and 
\ The Ttiture Te?ise. 

When is a Verb in the Prior Past Tense ? 

Definition 73. The Prior Past Te?ise denotes time past 
before some other past time. 

EXAMPLES 

1. I had gone —We had recited. 

2. You had seen —Hadst thou recited? 

3. John had loved—Class had been dismissed. 

IIow can you tell , by its form, when a Verb is in the Prior Past Tense ? 
In the Prior Past Tense—Indicative—the Auxiliary Verb 
Jiad is placed before a Participle in Predicate. 

EXAMPLES. 

1. I had studied geography. 

2. You had loved the teacher. 

3. Mary had visited us. 

Let each pupil make a Sentence whose Verb shall be in the Prior 
Past Tense. 



96 


ENGLISH GRAMMAR — PART II. 


When is a Verb in the Past Tense ? 

Definition 7Jj~ The Tast Tense denotes time absolutely 
past, without reference to any other time. 

EXAMPLES. 

1. I went —We studied grammar. 

2. You saw —Thou lovedst truth. 

3. John loved!—Emma sang. 

How can you tell , by its form, when a Verb is in the Past Tense ? 

In Verbs called Tegular, the suffix “ d, 99 or ** ed, 9 9 
is added to the Verb to indicate Past Tense. 

EXAMPLES. 

1. I studied. 

2. You loved. 

3. Mary visited. 

Make a Sentence whose Verb shall be in the Past Tense. 

Observation.— In Irregular Verbs the Past Tense is formed vari¬ 
ously. [See List of Irregular Verbs, page 115.] 

When is a Verb in the Prior Present Tense ? 

. The Trior Trese?it Tense denotes time past , but in a 
period reaching to the present. 

EXAMPLES. 

1. I have studied grammar. 

2. You have s ee?i the eclipse. 

3. John has loved. 

How can you tell when a Verb is in the Prior Present Tense ? 

In the Prior Present Tense, the Auxiliary Verb has, or 
have, is placed before a Participle in Predicate. 

EXAMPLES. 

1. I have studied geography. 

2. You have loved your teacher. 

3. Mary has visited us. 

Make a Sentence whose Verb shall be in the Prior Present Tense. 


VERBS — TENSE. 


97 


When is a Verb in the Present Tense ? 

Definition 75. The Present Tense denotes present time. 

EXAMPLES. 

1. I go. 

2. You see. 

3. John loves. 

How can you tell, by its form, when a Verb is in the Present Tense ? 

The simplest form of the Verb is used in the Present Tense. 

EXAMPLES. 

1. I study. 

2. You love. 

3. Mary visits. 

Let each pupil make a Sentence whose Verb shall be in the Present 
Tense. 

When is a Verb in the Prior Future Tense ? 

Definition 76. The 'Prior Future 2ense denotes time 
that will be past at a future time. 

EXAMPLES. 

1. I shall hare gone. 

2. You will have seen. 

3. John will have loved. 

How can you tell, by its form, when a Verb is in the Prior Future 
Tense ? 

In the Prior Future Tense, the Auxiliary Verbs shall or 
will, and have, are placed before a Participle in Predicate. 

EXAMPLES. 

1. I shall have studied. 

2. You will have loved. 

3. Mary will have visited. 

Make a Sentence whose Verb shall be in the Prior Future Tense. 


98 


ENGLISH GRAMMAR — PART II. 


When is a Verb in the Future Tense ? 

Definition 77. The Future Tense denotes time future , 
with reference only to the present. 

EXAMPLES. 

1. I shall go. 2. You will see. 3. John will love. 

How can you tell, by its form, when a Verb is in the Future Tense ? 
To form the Future Tense, we place the Auxiliary Verbs 
shall or will before another Verb in Predicate. 

EXAMPLES. 

1. I shall study. 2. You will love. 3. Mary will visit. 
Make a Sentence whose Verb shall be in the Future Tense. 

How many Tenses has the Potential Mode ? 

The Potential Mode has four Tenses: 

The Trior Tasl Tense . 

The Tasl Te?ise. 

The Trior Tresenl Tense, and 
The Tresenl Tense. 

What are the Signs of the Prior Past Tense, Potential ? 

The Signs of the Prior Past Tense are— 

Might have -, Should have 

Could have -> Would have 

placed before a Participle in Predicate . 

EXAMPLES. 

1. I might have gone. 

2. You could have seen. 

3. John should have loved. 

4. We woidd have studied. 

Let each pupil make a Sentence whose Verb shall be in the Prior 
Past Tense, Potential Mode. 






VERBS — TENSE. 


99 


What are the Signs of the Past Tense, Potential ? 

The Signs of the Past Tense are— 

Might ——■, Would -> 

Could -> Should -^ 

placed before another Verb in Predicate. 


EXAMPLES. 

1. John would love. 

2. Pupils should study. 

3. I might go. 

4. You could see. 


\ 



What are the Signs of the Prior Present Tense, Potential t 

The Signs of the Prior Present Tense are— 

May have -^ Shall have -> 

Can have -^ Must have -> 

Will have -,, 

placed before a Participle in Predicate. 

EXAMPLES. 

1. John may have gone. 

2. You can have seen. 

3. I will have loved. 

4. Pupils shall have studied. 

5. We must have visited. 

Let each pupil make a Sentence whose Verb shall he in the Prior 
Present Tense , Potential Mode. 

What are the Signs of the Present Tense, Potential ? 

The Signs of the Present Tense , Potential, are— 

May -> Can -> Must -, 

Will - (First Person)^ 

Shall -(Second and Third Persons) 

placed before another Verb in Predicate. 





100 ENGLISH GRAMMAR — PART II. 


EXAMPLES. 

1. I may go. 

2. You can see. 

3. “ I will drown:— 

4. No one shall help me.” 

5. We must study. 

Let each pupil make a Sentence whose Verb shall be in the Present 
Tense , Potential Mode. 

How many Tenses has the Subjunctive Mode? 

The Subjunctive Mode has two Tenses— 

The 'Past and 
The Present. 

EXAMPLES. 

1. Past .1. If I went. 

2. Though John saw. 

2. 'Present .3. If you visit. 

4. Unless thou repent. 

What are the Tense Signs of the Subjunctive Mode ? 

There are no Signs of the Tenses of the Subjunctive Mode ; 
but the Conjunctions if, though, unless, are commonly 
placed before Verbs in the Subjunctive Examples. [See 
above.] 

Let each pupil make a Sentence whose Verb shall be in the Subjunc¬ 
tive Mode. 

How many Tenses has the Imperative Mode ? 

The Imperative Mode has but one Tense— 

The Present. 

EXAMPLES. 

Go thou. Be loved. 

What is the Tense Sign of the Imperative Mode ? 

The Imperative Mode has no Tense Sign. 

Observe —The command is always present —but the performance of 
the act commanded is future. 

Let each pupil make a Sentence whose Verb shall be in the Imper¬ 
ative Mode. 




VERBS — TENSE. 


101 


How many lenses has the Infinitive Mode? 

The Infinitive Mode has two Tenses— 

The 'Prior Present Tense and 
The Present 2ense. 


EXAMPLES. 


Prior Present .To have gone. 

To have loved. 

Present .To go. 

To study. 

Observe —The Infinitive Verb is never used in Predicate. It is used 
as a Subsequent of an Infinitive Phrase . 


Let each pupil make a Sentence that shall contain an Infinitive 
Phrase. 


EXEECISES. 


I. In the following Sentences— 

Mention the Verbs in the Indicative Mode. 

Mention the Verbs in the Potential Mode. 

Mention the Verbs in the Subjunctive Mode. 
Mention the Verbs in the Imperative Mode. 

Mention the Verbs in the Infinitive Mode. 

1. “ Ah, who can tell how hard it is to climb 

2. The steep where Fame’s proud temple shines afar! ” 

3. “ Touch not the mountain lest ye be consumed.” 

4. If a body meet a body coming through the rye, 

5. And a body kiss a body need a body cry.” 

6. “ What thou dost not know, thou canst not tell. 

7. Man cannot cover what God would reveal. 

8. Here I stand and speak what I do know. 

9. Seek not to know what is improper for thee. 

10. I speak not to disprove what Brutus spoke.” 

Now mention the Tense of each Verb. 




102 


ENGLISH GRAMMAR — PART II. 


PARTICIPLES. 

Remember —Verbs may become Participles by certain changes in 
their forms. 

EXAMPLES. 

Yerbs .Write, see, feel, love, sing, be. 

Participles i Writin &> seeing, feeling, loving, singing, being. 

’ * \ Written, seen, felt, loved, sung, been. 

What is a Participle ? 

Definition 78. A Participle is a word derived from a 
Verb, but used for some other “ part of speech.” 

How many sorts of Participles have we ? 

Participles are Simple and Compound. 

EX A MPLES. 

Simple .Writing, written. 

Seeing, seen. 

Compound .Having written, being written. 

Having seen, being seen. 

What is a Simple Participle ? 

Definition 79. A single word derived from a Verb is called 
a Simple 'Participle. 


EXAMPLES. 

1. Surging . " The surging billows, and the gamboling 

2. Grouching .... Storms came, crouching, to his feet.” 

3. Crushed .“ Truth, crushed to earth, shall rise again.” 


What is a Compound Participle ? 

Definition 80. A Compound Participle consists of a 
Simple Participle, added to the Auxiliary Participles “ being,” 
or “ having,” or “ having been.” 


EXAMPLES. 


Simple 


Compound . . . 


Loving. 

Loved. 

Being loved. 

Having loved. 
Having been loved. 
Having been loving. 


^ Seeing. 

( Seen. 

Being seen. 

Having seen. 
Having been seen. 
Having been seeing. 









PAR TICIPLES — CL A SSES. 


103 


How are Simple Participles distinguished ? 

There are two sorts of Simple Participles— 

The 'Present Participle and 
The Past Participle. 

EXAMPLES. 

Present .Being, seeing, loving, turning. 

Past .Been, seen, loved, turned. 

What is a Present Participle ? 

Definition 81 . A Participle which ends in ing is called a 
Present Participle . 

EXAMPLES. 

Yerb .Sleep, sing, read, laugh. 

Present Participle .... Sleeping, singing, reading, laughing.. 

What is a Past Participle ? 

Definition 82. A Participle that ends in d, or ed, is called 
a Past Participle . 

EXAMPLES. 

Yerb .Love, visit, turn, study. 

Past Participle .... Loved, visited, turned, studied. 

Observe 1. The Past Participle of Irregular Verbs is variously formed. 

2. The Participle does not always indicate the time expressed 

by it. 

3. Participles have no distinct Etymological character. They 

find a place in all the “ parts of speech ”—being used as 


1. Nouns. 

2. Adjectives. 

3. Adverbs. 


4. Prepositions. 

5. Conjunctions. 

6. Exclamations. 


7. In Predicate with Auxiliary Verbs. 
EXAMPLES. 

1. As a JVoun . Singing is a pleasing exercise. 

2. As an Adjective .A loving friend. 

3. As an Adverb .’Tis passing strange. 










104 ENGLISH GRAMMAR — PART II. 

4. As a 'Preposition .I heard nothing concerning it. 

I heard nothing about it. 

5. As a Conjunction . Seeing we cannot agree, we will separate. 

Because we cannot agree. 

6. As an Ixclamation .... Shocking ! 

7. As Deader of a Phrase . Scaling yonder peak. 

8. In Predicate .Cora is sleeping. 

Conjugation of Verbs. 

Remember —To Conjugate a Verb is to give its various forms, as used 
in the different Voices, Modes, Tenses, Numbers, and Perso?is, 

How are Verbs varied to denote these various modifications t 
Some Verbs are varied by adding letters or syllables 
to the Radical; * others, by the use of different Radi¬ 
cals. 

EXAMPLES. 

By same Radical .Love, lovee?. Turn, turned. 

By different Radicals .See, saw. Be, was. 

Then how many Conjugations have Verbs ? 

Verbs have two Conjugations— 

Regular Conjugation and 
Irregular Conjugation . 

What Verbs are Regular in their Conjugations ? 

Definition 83. Verbs are called Regular whose Past 
Tense is formed by the addition of d or ed to the Radical. 

EXAMPLES. 

Present .Love, hate, wish, saw, turn. 

Past .Loved, hated, wished, sawed, turned. 

What Verbs are Irregular in their Conjugations ? 

Definition 8f A Verb is called Irregular whose Past 
Tense is not formed by the addition of d or ed. 

* By the term “ Radical ” is meant the simplest form of the Verb—from which 
other forms are made by the use of Suffixes. 











VERBS — C ON JUG A T IONS. 


105 


EXAMPLES. 

Present .Be, see, feel, go, do, set, sit. 

:'Pasl .Was, saw, felt, went, did, set, sat. 

Remember —Some Verbs are not used in all the Modes and Tenses, 


and are therefore Defective in Conjugation. 

What is a Defective Verb f 

Definition 85. A Verb that is not used in all the Modes and 
Tenses, is called a ^Defective Verb. 

Which are the Defective Verbs? 

The following Verbs are called Defective: 

L'Present . . Can, may, must, ought, -, shall, will. 

Past .Could, might, -, ought, quoth, should, would. 

Remember —Some Verbs are placed before other Verbs or Participles, 
to determine the Voice, Mode, or Tense. Such Verbs are called 
Auxiliary. 

What is an Auxiliary Verb? 

Definition 86. A Verb prefixed to another Verb, or to a 
Participle, to distinguish its Voice, Mode, or Tense, is an 
Auxiliary Verb. 

Which are the Auxiliary Verbs ? 

1. The following Verbs are ahuays Auxiliary—and are gen¬ 
erally used to denote the Potential Mode : 


:Present .Can, may, must, shall. 

Past .Could, might, -, should. 


2. And these are sometimes Auxiliary, and sometimes 
Principal Verbs. They generally denote the Voice, or the 
Tense, or both: 


Present. . . . Am, be, do, have, will. 

Past .Was, was, did, had, would. 


Remember —In each Tense— 

No variations in the form of any English Verbs occur—except of the 
first Verb in Predicate—and in that only in the Third Person Singular 







10(5 


ENGLISH GRAMMAR — PART II. 


Present and Prior Present Tenses and in the Second Singular Solemn 


Style. 


First Person. 
Second Person. 

Third Person. 


Singular. 

I love, 

Thou loves£. 
You love. 
He loves.* 


Plural. 
We love. 
Ye love, 
You love. 
They love. 


Remember —The following Auxiliaries are followed by a Verb in 
Predicate: 

'Present .Can, do, may, must, shall, will. 

Past .Could, did, might, -, should, would. 

Remember —The following Auxiliaries are followed by a Participle 
in Predicate: 

Present .Am, be, have. 

Past .Was, was, had. 


What is a Principal Verb ? 

Definition 87. The Verb in Predicate that makes the prin¬ 
cipal assertion is called a Principal Yei'b . 

Remember—Participles, like Verbs, may be Principal or Auxiliary. 

Remember —The last Word in Predicate — Verb or Participle f— 
makes the principal assertion, and is the Principal Word. Other Verbs 
and Participles are Auxiliary—denoting Mode, Tense, or Voice. 


EXAMPLES. 

1. I love. 

Here the single Verb in Predicate simply asserts an act. 

2. I love*?. 

Here the same act is asserted, with the additional idea of Past Time, 
indicated by the termination * ‘ d. ” 

3. I have love^. 

Here the same act is asserted, with the additional idea that the past 
act was in a period of time reaching to the present —indicated by the 
Auxiliary Verb “have.” 

* Or loveth —an ancient form now nearly obsolete. 

t The last word in Predicate may also be an Adjective, a Noun, or a Pronoun 
[See page 21.] 






VERBS — CONJUGATION. 


107 


4. I may have love^. 

Here “ loved ” remains tlie Principal word in Predicate modified by 
“ have,” an Auxiliary indicating time , and the Auxiliary “ may,” indi¬ 
cating Mode J —by which we assert not an act denoted by the word 
“ loved,” but the possibility of the act. 

The following Tables exhibit the various offices of the Auxiliary 
Verbs. Any Principal Verb or its Participle may be inserted to fill the 
blank line. 

FORM FOR THE ACTIVE VOICE. 


Subject . 

Auxiliary 

Words. 

Principal. 


S’ • 

S^ 

*3 . 

.5 co 


II 

! € 

'S-S 

C-H 

«.2 


H a> 

I s " 


a o 

g a 


' 

do 

-. 


* 

. * 

have 

— 

d. 



did 

-. 


I, Ye, We, They. 


had 

— 

d. 

{The First Person Singular, 

shall * 


’ -. 


and First, Second and Third < 

shall* 

have 

— 

d. 

Persons Plural, require the 



— 


same form of the Verb.) 

may 


-. 



may 

have 

— 

d. 


might 


-. 



^ might 

have 

— 

d. 



does 

-:-. 




has 

— 

d. 



did 

-. 




had 

_ 

d. 

He, She, It, John. 

will 


-. 


{The Third Person Singular < 

will 

have 

— 

d. 

has a peculiar form for the 



__ 


Present Tense.) 






may 


' 



• may 

have 

— 

d. 


might 


-. 



^ might 

have 


d. 


* “ Will ” takes the place of “ shall ” when the Subject is in the Second or in the 
Third Person. 










108 


ENGLISH GRAMMAR—PART II. 


FORM FOR THE PASSIVE VOICE. 


Subject. 


I 


We 


John 


1 


v 




s 


Auxiliary Words. Principal* 


Mode. 

Tense. 

Poice. 






am 

> 




have 

been 






was 





had 

been 



loved. 

shall 


be 



seen. 

shall 

have 

been 



felt. 

may 


be 



kept. 

may 

have 

been 




might 


be 




might 

have 

been 

> 



• 


are 





have 

been 






were 





had 

been 



loved. 

shall 


be 


► 

seen. 

shall 

have 

been 


felt. 

may 


be 



kept. 

may 

have 

been 




might 


be 




might 

have 

been 

> 





is 





has 

been 






was 





had 

been 



loved. 

will 


be 


► 

seen. 

will 

have 

been 


felt. 

may 


be 



kept. 

may 

have 

been 




might 


be 




might 

have 

been 

> 




* The Principal word when preceded by the Verb “ be,” in Predicate, must be a 
Participle , an Adjective, a Noun, or a Pronoun. [See page 21.] 













VERBS — CONJUGATION. 


109 


Let this Exercise be repeated, using other Participles in the place of 
the word “ loved.” 

Remember 1 . If the Past Participle is used after the Verb “ be,” the 
Voice is Passive. 

2. If the Present Participle is used, the Voice is Active. 

REGULAR CONJUGATION OF YERBS. 

Remember —Verbs that are Regular in their Conjugation are 
all varied in the same manner, i. e., by the same changes of form. 
Hence, if we can conjugate one Regular Verb properly, we have learned 
how to conjugate all of them. 

The following are some of the Regular Verbs in common use: 


Verb. Participle. 


Present. 

Past. 

Present. 

Past. 

Aid, 

aid ed, 

aid ing. 

aid ed. 

Believe, 

believed. 

believing. 

believed. 

Climb, 

climbed, 

climbing. 

climbed. 

Dart, 

darted. 

darting. 

darted. 

End, 

ended. 

ending. 

ended. 

Fold, 

folded, 

folding, 

folded. 

Grant, 

granted, 

granting. 

granted. 

Hunt, 

hunted, 

hunting, 

hunted. 

Injure, 

injured, 

injuring. 

injured. 

Judge, 

judged, 

judging. 

judged. 

Kill, 

killed, 

killing. 

killed. 

Love, 

loved, 

loving. 

loved. 

Mourn, 

mourned, 

mourning, 

mourned. 

Nourish, 

nourished. 

nourishing. 

nourished. 

Open, 

opened, 

opening, 

opened. 


Remember 1. All the forms of Regular Verbs are derived from 
the 'Present . [See above.] 

2. All the forms of Irregular Verbs are derived from 
the Present, the Past, or the Past Partici¬ 
ple. These are called the Principal Parts of 
the Verb, and a Verb is said to be conjugated when 
these Parts are given. 


110 


ENGLISH GRAMMAR — PART II, 



Present. 

EXAMPLES. 

Past. 

Past Partia 

Regular .... -1 

| Aid, 

aided, 

aided. 

[ Grant, 

granted, 

granted. 

Irregular ... J 

| See, 

saw. 

seen. 

[ Write, 

wrote. 

written. 


The following Tables exhibit the Regular Variations of form or of 
Auxiliaries for the different Modes and Tenses, to correspond with the 
different Persons and Numbers of their Subjects. 

Remember 1. A Verb must be in the Singular form when its Subject 
is Singular. 

2. A Verb must be in the Plural form when its Subject 

is Plural. But the terms " Singular ” and “ Plural,” 
as applied to Verbs, mean only that its form is made 
to correspond to the Number of its Subject. 

3. The simplest form of the Verb is adapted to the Active 

Voice, Indicative Mode, Present Tense, First Person, 
Singular Number: as, I love. 

For other Modifications, the Verbs are regularly varied according to 
the following method: 

PARADIGM OF THE VERB ZOYE. 

Active Voice. 

When is a Verb in the Active Voice ? [See p. 91.] 

Indicative Mode. 

When is a Verb in the Indicative Mode ? [See p. 92.] 

'Present Tense. • 

When is a Verb in the Present Tense ? [See p. 97.] 



Singular Number. 

Plural 

Number. 

First Person .. . , 


We 

love. 

Second Person * . 

j Thou lovest. 

(Ye 

love. 


( You love. 

(You 

love. 

Third Person . . , 


They 

love. 


* The Second Person has two forms—the Ancient or Solemn style and the Modem 
or Common style. 






VERBS — CONJUGATION . 


Ill 


Remember —The Auxiliary Verb do may be placed before the Prin¬ 
cipal Verb when we wish to make the assertion emphatic. 

Now repeat the above, inserting the word do before the Verb. 
Prior Present Tense. 

When is a Verb in the Prior Present Tense ? [See p. 96.] 


Singular Number. Plural Number. 

1 .1 have loved. We have loved. 

2 ( Thou hast loved. (Ye have loved. 

( You have loved. ( You have loved. 

3 .He has loved. They have loved. 


What is the Tense Sign for the Prior Present t 

« Have ” is the sign of the Prior Present Tense [see p. 96], and the 
Auxiliary “have ” precedes a Participle in Predicate [see p. 96]. 

Past Tense. 

When is a Verb in the Past Tense ? [See p. 96.] 

Remember —The Past Tense is formed from the Present , by the 
addition of d or ed. 

Singular Number. Plural Number. 


1 .I loved. We loved. 

? j Thou lo vedst. (Ye loved. 

.( You loved. ( You loved. 

3 .He loved. They loved. 


Remember— For the Past Tense, the Auxiliary Verb did may be 
placed before the Present form of a Principal Verb, when we wish to 
make the assertion emphatic: as, I did go for I went. 

Repeat the above, inserting the Auxiliary Verb did before the Prin¬ 
cipal Verb. 








112 


ENGLISH GRAMMAR — PART II. 


'Prior Past Tense. 

When is a Verb in the Prior Past Tense ? [See p. 95.] 

Remember— The Auxiliary Verb had, placed before the Past Parti¬ 
ciple of a Principal Verb, forms tlie Prior Past Tense. 

Thus: 

Singular Number. Plural Number. 


1 .I had loved. We had loved. 

9 j Thou hadst loved. j Ye had loved. 

..( You had loved. . (You had loved. 

3 .He had loved. They had loved. 


Future Tense, 

When is a Verb in the Future Tense ? [See p. 98.] 

Singular Number. Plural Number. 


1 .I shall love. We shall love. 

9 ( Thou wilt love. j Ye will love. 

.( You will love. (You will love. 

3 .He will love. They will love. 


Prior Future Tense. 

When is a Verb in the Prior Future Tense ? [See p. 97.] 


Singular Number. Plural Number. 

1 .I shall have loved We shall have loved 

2 j Thou wilt have loved (Ye will have loved 

(You will have loved. ( You will have loved. 

3 .He will have loved. They will have loved. 


Note to the Teacher. —Classes of small scholars will learn the 
Conjugations most easily by repeating the lessons in concert. It is 
well to remind the pupils that the only variations in form of a Regular 
Verb are for the Second Person Singular Solemn Style, and for the 
Third Person Singular, Present Tense. 











VERBS — C 0 N J U G A T10 N. 


113 


Potential Mode. 

When is a Verb in the Potential Mode ? [See p. 93.] 


What Auxiliary Verbs constitute signs of the Potential Mode? 
pp. 98-9.] 


Present Tense, 


[See 


Singular Number. Plural Number. 



1 


u 

_ o 


| 

.§) 

f 4 

f> # gi 
„ ’© 

Person. 

33 

© 

o 

8 

GQ 

© 

CO 

a 

© 

Eh 

p.t? 

fi ° 

Person. 

33 

© 

o 

a 

33 

© 

50 

a 

© 

Eh 

03 TS 

•g s- 
£ ° 

I 

may 


love. 

We 

may 


love. 

Thou mayst 


love. 

(Ye 

may 


love. 

You 

may 


love. 

( You 

may 


love. 

He 

may 


love. 

They may 


love. 


Prior Present Tense. 


1. 

I 

may 

have loved. 

We 

may 

have loved. 

0 < 

[ Thou mayst 

have loved. 

(Ye 

may 

have loved. 

2. H 

( You 

may 

have loved. 

( You 

may 

have loved. 

3. 

He 

may 

have loved. 

They may 

have loved. 




Past 

Tense. 



1. 

I 

might 

love. 

We 

might 

love. 

r\ 

( Thou mightst 

, love. 


might 

love. 

2. • 

i You 

might 

love. 

( You 

might 

love. 

3. 

He 

might 

love. 

They might 

love. 




Prior Past Tense. 



1. 

I 

might 

have loved. 

We 

might have loved. 


l Thou mightst have loved. 

(Ye 

might have loved. 

2. • 

( You 

might 

have loved. 

( You 

might have loved. 

3. 

He 

might 

have loved. 

They 

r might have loved. 


Remember—The Potential Mode has but four Tenses. 


114 


ENGLISH GRAMMAR — PART II. 


Subjunctive Mode. 

When is a Verb in the Subjunctive Mode ? [See p. 93.] 
Present Tense. 


Singular Number. Plural Number. 


1. 

. If I 

love. 

If we 

love. 

2.J 

] If thou love. I 

j If ye 

love. 

1 

[ If you 

love. j 

[ If you 

love. 

3. 

. If he 

love. 

If they love. 



Past Tense. 



1. 

.If I 

loved. 

If we 

loved. 

2 . . J 

[ If thou loved. 1 

! # J® 

loved. 

1 

[ If you 

loved. | 

[ If you 

loved. 

3. 

. If he 

loved. 

If they loved. 


Remember —The Subjunctive Mode has but two Tenses. 


Imperative Mode. 

When is a Verb in the Imperative Mode ? [See p. 93.] 

'"Present Tense. 

1 ... 

S Love thou. Love ye or you, 

or or 

Do thou love. Do ye or you love. 

3.. . 

Remember —The Imperative Mode has but one Tense. 

Infinitive Mode. 

When is a Verb in the Infinitive Mode ? [See p. 94.] 


Present Tense .To love. 

Trior Present Tense .To have loved. 


'Participles. 

What is a Participle ? [See p : 102.] 

Present .lovm^. 

Past .lovecf. 

Compound .Having love$. 




















VERBS — IRREGULAR. 


115 


Let the same Verb be conjugated with the addition of an object, 
repeated after each form of the Predicate. Thus, I love cherries— 
Thou lovest cherries , etc. 

Thus conjugate other Verbs, from the Examples of Regular Verbs 
given on pp. 110-14—using the word John or some other name for the 
Third Person Singular, instead of “ He,” and people, or some other 
Plural name, instead of “ They.” 

To the Transitive Verbs, appropriate objects may he added. 

A lively concert exercise will soon render the class familiar with a 
correct Regular Conjugation. 

IRREGULAR CONJUGATION. 

Remember —Verbs whose Past Tense is not formed by the addition 
of d or ed to the Present, are called 

Irregular Verbs. 

Remember —Of the Irregular Verbs— 

1. Some have hut one form in all three Principal Parts. 

2. Some have two forms; and 

3. Some have three forms. 

I. These have the same form for all the parts. 


Present. 

last. 

Past Part. 

'Present. 

Past. 

Past Part. 

Beat, 

heat. 

beat, beaten.* 

Set, 

set. 

set. 

Beset, 

beset. 

beset. 

Shed, 

shed. 

shed. 

Burst, 

burst. 

burst. 

Shred, 

shred, 

shred. 

Bet, 

bet, 

bet. 

Shut, 

shut, 

shut. 

Cast, 

cast. 

cast. 

Slit, 

slit, R. 

slit, R. 

Cost, 

cost, 

cost. 

Spit, 

spit. 

spit. 

Cut, 

cut. 

cut. 

Split, 

split. 

split. 

Hit, 

hit, 

hit. 

Spread, 

spread, 

spread. 

Hurt, 

hurt, 

hurt. 

Sweat, 

sweat, R. 

sweat, R. 

Knit, 

knit, R. 

knit, R. 

Thrust, 

thrust, 

thrust. 

Let, 

let. 

let. 

Wed, 

wed, R. 

wed, R. 

Put, 

put. 

put. 

Wet, 

wet, R. 

wet, R. 

Quit, 

quit, R. 

quit, R. 

Whet, 

whet, R. 

whet, R. 

Rid. 

rid, 

rid. 





* Some Verbs and Participles have two forms for the same Tense. Such Verbs 
are called Redundant. The latter form is generally obsolete. The letter “E” is 
placed to indicate that one of the forms is “ Regular.” 




116 


ENGLISH GRAMMAR — PART II. 


II. These have the Past Tense and the Past Particinle the same. 


J “Present. 

'Past. 

Past Part. 

Abide, 

abode. 

abode. 

Behold, 

beheld, 

' > 

beheld. 

Bend, 

bent, 

bent. 

Bereave, 

bereft, R. 

bereft, R. 

Beseech, 

besought, 

besought. 

Bend, 

bound, 

bound. 

Bleed, 

bled. 

bled. 

Blend, 

blent, R. 

blent, R. 

Breed, 

bred, 

bred. 

Bring, 

brought. 

brought. 

Build, 

built, R. 

built, R. 

Burn, 

burnt, R. 

burnt, R. 

Buy, 

bought, 

bought. 

Catch, 

caught, 

caught. 

Cling, 

clung. 

clung. 

Creep, 

crept, 

crept. 

Deal. 

dealt, 

dealt. 

Big, 

dug, R. 

dug, R. 

Dream, 

dreamt, R. 

dreamt, R. 

Dwell, 

dwelt, R. 

dwelt, R. 

Feed, 

fed, 

fed. 

Feel, 

felt, 

felt. 

Fight, 

fought, 

fought. 

Find, 

found. 

found. 

Flee, 

lied, 

fled. 

Fling, 

flung, 

flung. 

Get, 

got, 

got, gotten. 

Gild, 

gilt, R. 

gilt, R. 

Gird, 

girt, R. 

girt, R. 

Grind, 

ground, 

ground. 

Hang, 

hung, R. 

hung, R. 

Have, 

had, 

had.' 

Hear, 

heard, 

heard. 

Hold, 

held, 

held. 


Present. 

Past. 

Past Part. 

Keep, 

kept, 

kept. 

Kneel, 

knelt, R. 

knelt, R. 

Lay, 

laid, 

laid. 

Lead, 

led, 

led. 

Leave, 

left. 

left. 

Lend, 

lent, 

lent. 

Light, 

lit, R. 

lit, R. 

Lose, 

lost, 

lost. 

Make, 

made. 

made. 

Mean, 

meant. 

meant. 

Meet, 

met, 

met. 

Pay, 

paid. 

paid. 

Plead, 

pled,R. 

plead, R. 

Read, 

read. 

read. 

Reave, 

reft, R. 

reft, R. 

Rend, 

rent, 

rent. 

Ride, 

rode, 

rode, 



ridden. 

Ring, 

rung, rang. 

rung. 

Say, 

said, 

said. 

Seek, 

sought, 

sought. 

SeU, 

sold, 

sold. 

Send, 

sent. 

sent. 

Shine, 

shone, R. 

shone, R. 

Shoe, 

shod, 

shod. 

Shoot, 

shot, 

shot. 

Shrink, 

shrunk. 

shrunk, 


shrank, 

shrunken. 

Sing, 

sung, sang. 

sung. 

Sink, 

sunk, sank, 

sunk. 

Sit, 

sat, 

sat. 

Sleep, 

slept, 

slept. 

Sling, 

slung, 

slung. 

Slink, 

slunk, slank 

, slunk. 



VERBS — IRREGULAR. 117 


1“Present. 

Past. 

Past Z>ctrt. 

'Present. 

Past. 

Past Part. 

Speed, 

sped, 

sped. 

String, 

strung, R. 

strung, R. 

Spend, 

spent, 

spent. 

Sweep, 

swept. 

swept. 

Spill, 

spilt, R. 

spilt, R. 

Swing, 

swung, 

swung. 

Spin, 

spun, 

spun. 

Teach, 

taught, 

taught. 

Spring, 

sprung, 

sprung. 

Tell, 

told. 

told. 


sprang. 


Think, 

thought, 

thought. 

Stand, 

stood, 

stood. 

Wake, 

woke, 

woke. 

Stay, 

staid. 

staid. 

Weep, 

wept, 

wept. 

Stick, 

stuck, 

stuck. 

Win, 

won. 

won. 

Sting, 

stung, 

stung. 

Wind, 

wound, 

wound. 

Stink, 

stank, 

stunk. 

Work, 

wrought, R. 

wrought, R. 

Strike, 

struck, 

struck, 

Wring, 

wrung, R. 

wrung, R. 



stricken. 





III. These have different forms for the Present, the Past, and the 
Past Participle. 


Present. Past. 

Past Part. 

Present. 

Past. 

Past Part. 

Am, was, 

been. 

Crow, 

crew, R. 

crowed. 

Arise, arose, 

arisen. 

Do, 

did. 

done. 

Awake, awoke, R. 

awaked. 

Draw, 

drew. 

drawn. 

Bear, bore, bare. 

born. 

Drink, 

drank, 

drunk, 

Bear, bore, bare, 

borne. 

Drive, 

drove. 

driven. 

to carry. 


Eat, 

eat, ate, 

eaten. 

Begin, began, 

begun. 

Fall, 

fell. 

fallen. 

Bid, bid, bade. 

bidden, bid. 

Fly, 

flew, 

flown. 

Bite, bit. 

bitten, bit. 

Forbear, 

forbore, 

forborne. 

Blow, blew, 

blown. 

Forget, 

forgot, 

forgotten. 

Break, broke, brake, broken. 



forgot. 

Chide, chid, 

chidden, chid. 

Forsake, 

forsook, 

forsaken. 

Choose, chose. 

chosen. 

Freeze, 

froze, 

frozen. 

Cleave, cleft, clove. 

cleft, cloven. 

Give, 

gave. 

given. 

to split. 


Go, 

went. 

gone. 

Cleave, clave, R. 

cleaved. 

Grave, 

graved, 

graven, R. 

to adhere. 


Grow, 

grew, 

grown. 

Clothe, clothed, clad, clad, R. 

Heave, 

hove, R. 

hoven, R. 

Come, came, 

come. 

Hew, 

hewed. 

hewn, R. 




118 ENGLISH GRAMMAR — PART II. 


Present. 

Past. 

Past Part. 

Present. 

Past. 

2*ast Part. 

Hide, 

hid, 

hidden, hid. 

Sow, 

sowed, 

sown, R. 

Know, 

knew. 

known. 

Speak, 

spoke, spake, spoken. 

Lade, 

laded, 

laden, R. 

Stave, 

stove, R. 

stove, R. 

Lie, 

lay, 

lain. 

Steal, 

stole, 

stolen. 

Mow, 

mowed. 

mown, R. 

Stride, 

strode, strid, 

stridden. 

Rise, 

rose. 

risen. 

Strive, 

strove, 

striven. 

Rive, 

rived. 

riven, R. 

Strow, 

strowed, 

strown, R. 

Rot, 

rotted, 

rotten, R. 

Swear, 

swore, sware 

, sworn. 

Run, 

ran, 

run. 

Swell, 

swelled. 

swollen, R. 

Saw, 

sawed, 

sawn, R. 

Swim, 

swam, 

swum. 

See, 

saw, 

seen. 

Take, 

took. 

taken. 

Seethe, 

sod, R. 

sodden, R. 

Tear, 

tore. 

torn. 

Shake, 

shook. 

shaken. 

Thrive, 

throve, R. 

thriven, R. 

Shape, 

shaped, 

shapen, R. 

Throw, 

threw, R. 

thrown, R. 

Shave, 

shaved, 

shaven, R. 

Tread, 

trod, 

trodden, 

Shear, 

sheared, 

shorn, R. 



trod. 

Show, 

showed, 

shown, R. 

Wake, 

woke, R. 

waked. 

Slay, 

slew. 

slain. 

Wear, 

wore. 

worn. 

Slide, 

slid. 

slidden, slid. 

Weave, 

wove. 

woven. 

Smite, 

smote, 

smitten, smit. 

Write, 

wrote, 

written. 


IRREGULAR CONJUGATION. 

PARADIGM OF THE VERB BE. 

Remember —The Verb ei be ” is called a “Neuter Verb,” when 
used as a Principal Verb. When used as an Auxiliary and followed 
by a Past Participle of any Verb, it is the sign of the 'Passive Voice 
of that Verb. When used in Predicate, followed by an Adjective, a 
Noun, or a Pronoun, it is called a copula . It couples the Attribute to 
the Subject. 

1. Conjugated as a Principal Verb. 

Present Form. Past Form. 

The Verb .Be -. Was-. 

The Participle .Being-. Been-. 








VERBS — C 0 NJUG A T ION. 


119 


1 . 

2 . 

3 . 

1 . 

2 . 

3 . 

1 . 

2 . 

3 . 

1. 

2 . 

3 . 

1. 

2 . 

3 . 

1. 

H 

3 . 


INDICATIVE MODE. 


'Present Tense 


Singular. 

I am-. 

Thou art-. 

You are-. 

He is -. 


Plural. 

We are-. 

Ye are-. 

You are-. 

They are-. 


Prior Present Tense. 


I have been-. 

Thou hast been- 

You have been-. 

He has been-. 


We have been-. 

Ye have been-. 

You have been-. 

They have been-. 


Past Tense 


1 was 
j Thou wast 
( You was or were 
He was 


We were-.. 

Ye were-. 

> 

You were-. 

They were-. 


Prior Past Tense 


I had been-. 

Thou hadst been-. 

You had been-. 

He had been — 

I shall be-. 

Thou wilt be-. 

You will be-. 

He will be-. 


We had been 
Ye had been 
You had been 
They had been 

Future Tense. 

We shall be - 
Ye will be - 
You will be - 
They will be - 


Prior Future Tense , 


I shall have been-. 

Thou wilt have been-. 

You will have been-. 

He will have been-. 


We shall have been-. 

Ye will have been-. 

You will have been-. 

They will have been-. 



120 


ENGLISH GRAMMAR — PART II. 


POTENTIAL MODE. 

'Present Tense. 

Singular. IPlural. 



2* 

3 

4 5 6 

2 3 4 5 6 

1. 

I 

may 

be -. 

We may be -. 

2 - 

( Thou mayst 

be -. 

Ye may be -. 


( You 

may 

be -. 

You may be -. 

3. 

He 

may 

be -. 

They may be -. 




Trio?' Present Tense. 

1. 

I 

may 

have been-. 

We may have been-. 

2. H 

\ Thou mayst 

have been-. 

Ye may have been-. 

[ You 

may 

have been-. 

You may have been-r. 

3. 

He 

may 

have been-. 

They may have been-. 




Past Tense. 

1. 

I 

might 

be -. 

We might be -. 

H 

l Thou 

mightst 

be 

Ye might be -. 

| You 

might 

be -. 

You might be -. 

3. 

He 

might 

be-. 

They might be -. 




Prior Past 

Tense. 

1. 

I 

might 

have been-. 

We might have been-. 

H 

j Thou mightst have been-. 

Ye might have been-. 

| You 

might 

have been-. 

You might have been-. 

3. 

He 

might 

have been-. 

They might have been-. 




SUBJUNCTIVE MODE. 




Present Tense. 


1. 

If I 

be-. 

If we be-. 


H 

1 If thou be-. 

If ye be-. 


| If you 

be-. 

If you be-. 


3. 

If he 

be-. 

If they be-. 


* 2. The Person of the Subject. 

3. The Mode Sign. 

4. The Tense Sign. 

5. The Voice Sign. 

6. The place for the Participle of any Verb , or for an Adjective, a Noun, or a 
Pronoun in Predicate. 
























VERBS — PAR TICIPLES. 


121 


1 . 

2 . 

3. 


'Past Tense . 


If I were-. 

If thou wert-. 

If you were-. 

If lie were-. 


If we were-. 

If ye were-. 

If you were-.. 

If they were-. 


IMPERATIVE MODE. 


Present Tense. 


) Be thou -. Be ye or you -. 

Do thou be-. Do ye or you be-. 


INFINITIVE MODE. 

Present Tense . 

To be-. 

Prior Present Tense . 

To have been-. 


PARTICIPLES. 

Present .Being . 

Past .Been . 

Compound .Having been-. 

Now Conjugate the Passive Voice of any Verb, using the same words 
as Auxiliaries, before the Past Participle of a given Verb. 

Remember —The Compound form of the Active Voice of any Verb is 
made by adding the Present Participle to the same Auxiliaries. 


SYNOPSIS OF THE IRREGULAR VERB COMB, 
Indicative Mode. 

{First Person Singular .) 

Present .I come. 

Prior Present .I have come. 

Past .I came. 

Prior Past .I had come. 

Future .I shall come. 

Prior Future .I shall have come. 













122 


ENGLISH GRAMMAR — PART II. 


'Potential Mode. 

Present .I may come. 

Prior Present .I may have come. 

Past .I might come. 

Prior Past .I might have come. 

% 

Subjunctive Mode. 

Present .If I come. 

Past ...If I came. 


Imperative Mode. 


{Second Person only.) 

Present .Come thou, or Do thou come. 

Infinitive Mode. 

{Without Person and Number.) 

Present .To come. 

Prior Present .To have come. 

Participles. 

Present .Coming. 

Past .Come. 

Compound .Having come. 


SYNOPSIS OF THE VERB DO. 
Indicative Mode. 


{Second Person) 

Present .You do -.* 

Prior Present .You have done-.f 

Past .You did -* 

Prior Past .You had done- .f 

*Future .You will do -.* 

Prior Future .You will have done- .f 

Potential Mode. 

Present .You can do -■* 

Prior Present .You can have done- .f 

Past .You could do -.* 

Prior Past .You could have done- .\ 

























VERBS—C ON JUG A TION. 


128 


Subjunctive Mode. 

Present .If you do -* 

Past .If you did-.* 

Imperative Mode. 

Present .Do you-, or Do you do-.f 

Infinitive Mode. 

Present .To do -.f 

Prior Present .To have done-.f 


‘Participles. 

Present .Doing .f 

Past .Done f {not used Transitively). 

Compound .Having done-.f 


SYNOPSIS OF THE VERB GO. 
Indicative Mode. 

{Third Person Singidar.) 

Present .John goes. 

Prior Present .John has gone. 

Past .John went. 

Prior Past.. .John had gone. 

Future .John will go. 

Prior Future .John will have gone. 

{Repeat the other Modes.) * 


SYNOPSIS OF THE VERB FIAT. 
Indicative Mode. 

{Third Person Plural.) 


Present .People eat -.f 

Prior Present .People have eaten-.f 

Past .People ate -.f 

Prior Past .People had eaten-.f 

Future .People will eat -.f 

Prior Future .People will have eaten-.f 


{Repeat the other Modes.) 

* Supply any Verb as Principal Word in Predicate—“ study “ see.” 
t Supply an Object—as “ it “ something “ nothing.” 
























124 


ENGLISH GRAMMAR — PART II. 


Remember—A few Verbs—mostly derived from Nouns—are used 
only in the form of the Third Person Singular, having the Pronoun 
“ it ” as their Subject. 

Such Verbs are called 

Unipersonal Verbs. 


EXAMPLES. 

It becomes. If rains. 

It behooves. It snows. 

It hails. It seems. 

EX ERCISES. 

Let the pupil give the Voice, Mode, Tense, Person, and Number of 
the Verbs in the following Sentences: 


1. Science strengthens mind. 

2. Do you see the large ship traversing 

the ocean by the force of the 
wind ? 

3. William has visited Europe. 

4. Have we exercised discretion ? 

5. I, John, saw these things. 

6. Did Washington secure renown ? 

7. Ye had accomplished purposes. 

8. I shall understand you. 

9. Will Warner study Greek? 

10. Thou wilt not comprehend it. 

11. Ye will have accomplished much. 

12. We may receive instruction. 

13. Const thou guide Arcturus ? 

14. Shall William accompany us ? 

15. I ivill study Greek. 

16. They are not appreciated. 

17. Could it not be accomplished ? 

18. Mary might have been misinformed. 

19. Wisdom should be honored. 

20. Thou canst not have been understood. 

21. Sevastopol could not have been taken. 

22. Meteors might have been seen. 

23. What should have been done ? 

24. Who can be trusted ? 

25. Have you been reading poetry ? 

26. Cora will be writing letters. 


27. Stephen could not have been giving 
attention. 

2S. Might Clara have been admitted ? 

29. Boys had been reciting lessons. 

30. We will not be enslaved. 

31. Pupils might not have been giving 

attention. 

32. Caroline will have visited Syria. 

33. Hear me for my cause. 

34. Be silent , that ye may hear. 

35. Bid her give me new and glorious 

hopes. 

36. The lamb thy riot dooms to bleed to¬ 

day, 

Had he thy reason, would he skip 
and play? 

37. Be kind to thy mother, for, lo! on 

her brow, 

May traces of sorrow be seen ; 

38. O well mayst thou cherish and com¬ 

fort her now, 

For loving and kind she hath been. 

39. Remember thy mother—for thee will 

she pray , 

As long as God givet.h her breath; 

40. With accents of kindness, then cheer 

her lone way 

E’en to the dark valley of death. 




ADJECTI VES — CLASSES. 


125 


ADJECTIVES. 



rfjfo UCY lias three little tamed rabbits. 

v, 2. How many rabbits has Lucy t 


3. Are they wild rabbits ? 


4. Are they large rabbits ? 


Are they all ber rabbits f 


For what did I use the word “ three ? ” 
For what did I use the word “ little ? ” 
What is the use of the word tamed ? ” 
What is the use of the word “ ber ? ” 


Remember —Words that describe things—telling what, how many, 
whose or what hinds of persons or things, are called Adjectives. 

What is an Adjective ? 

Definition £8. An Adjective is a word used to limit the 
meaning of a Noun or of a Pronoun. 

Examples. —1. Those rabbits are Lucy's pets. 


2. One rabbit is black. 

3. Lucy's good, loving brother gave them to her. 

4. The smallest rabbit sits erect. 


How may we know when a word is Adjective f 
Whenever a word describes or in any manner limits the 
meaning of a Noun or of a Pronoun, it is Adjective. 

Examples. — Rabbit—the rabbit —one rabbit — Lucy's rabbit —little rab¬ 
bit —young rabbit —tamed rabbit —whose rabbit ? 


Classification of Adjectives. 


Remember 1. Some Adjectives tell us what kind of things are 


spoken of— Good, bad, sweet, sour, lovely. 

2. Others tell us what things, how many or whose 
things, without denoting the quality— The, this, that, 
former, latter, my, his, man's, boy's, whose. One, two , 
many, few, second. 




126 


ENGLISH GRAMMAR — PART II. 


Remember 3. Others tell us the condition or state of the things— 
Loving, loved, denoted, hated, feared. Then— 


How many sorts of Adjectives have we f 


There are three sorts of 
Adjectives: 


1 . Qualifying Adjectives . 

2 . Specifying Adjectives. 

3 . Verbal Adjectives 


Qualifying Adjectives. 

What is a Qualifying Adjective? 

Deftnitio7i 89. An Adjective which denotes the quality or 
kind of things mentioned, is called a Qualifying Adjec¬ 
tive. 

EXAMPLES. 


1. AmiaJbld .Emma has an amiable disposition. 

2. Better .Wisdom is better than rubies. 

3. Gold .Cold is thy brow, my son. 

4. Light .Our light afflictions are but blessings. 

5. Safe .Education is a safe investment. 


6. Little children weep. 

7. Larger children sing. 

8. Good students improve. 

9. Wise men think. 

10. Foolish men talk. 


Why do we call “little” a Qualifying Adjective? 

How does “foolish ” describe “ men ? ” 

Let each pupil make a Sentence containing one or more of the fol¬ 
lowing words: 


Amiable. 

Bold. 

Calm. 

Dear. 

Enviable. 

Frail. 

Good. 

Hard. 

Indolent. 

Jealous. 

Kind. 

Loud. 

Meek. 

JSTew. 

Old. 

Pure. 

Quiet. 

Ripe. 

Sweet. 

Tall. 

Unruly. 

Vile. 

Wild. 

Young. 








ADJECTIVES — COMPARISON. 


12 ? 


Modification of Adjectives. 

Remember —Most Qualifying Adjectives express, by variations in 
form, different degrees of quality. Hence, 

Remember —Some Adjectives are varied in form to denote Com- 
pavison. 

EXAMPLES. 

highest. 

higher, 

1. High,|- 

2. Low, 

- 1 lower, 

lowest. 


Definition 90. The 'Positive Degree expresses quality 
in its simplest form. 

Examples. —High—blue—salt—large—pure—rich—good—glimmering. 

Definition 91. The Comparative Degree expresses an 
increase or a decrease of the Positive. 

It is commonly formed by adding er, or by prefixing the words more 
or less, to the form of the Positive. 

Examples. —1. Larger—purer—richer— more common—less objection¬ 
able. 

2. “ Richer by far is the heart’s adoration.” 

Definition 92. The Superlative Degree expresses the 
greatest increase or decrease of the quality of the Adjective. 

It is commonly formed by adding est, or by prefixing the words most 
or least, to the form of the Positive. 

Examples. —1. Largest —pum£ —most ungrateful—smalb,?£—uppermost 
2. “ The purest treasure mortal times afford 
Is— spotless reputation.” 

Observation. —Comparison descending, is expressed by prefixing 
the words less and least to the Adjective. 

Examples. —Wise, less wise, least wise—ambitious, less ambitious, least 

ambitious. 








128 


ENGLISH GRAMMAR — PART II. 


Observation. —Most Adjectives of two or more syllables are com¬ 
pared by prefixing tbe words more and most, or less and least, to the 
Positive. 

EXAMPLES. 

Positive. Compci7'ative. Superlative. 

Careful, more careful, most careful. 

Careful, less careful, least careful. 

Observation. —Some Adjectives may be compared by either method 
specified above. 

EXAMPLES. 

Positive. Comparative. Superlative. 

Remote, remoter, remotest 

Remote, more remote, most remote. 


Irregular Comparison. 
Some Adjectives are irregular in comparison. 


EXAMPLES. 


Positive. 

Compar. 

Super. 

Positive. 

Compar. 

Super. 

Good, 

better. 

best. 

Many, 

more. 

most. 

Bad, 

worse, 

worst. 

Much, 

more. 

most. 

Little, 

less. 

least. 

Near, 

nearer. 

nearest. 


Positive. 

Far, 

Old, 


Comjmrative. 

Superlative. 

j farther, 

farthest. 

( further. 

furthermost. 

j older, 

oldest. 

( elder, 

eldest 


Remember —Not all Qualifying Adjectives can be compared. 
Examples. —Round—square—triangular—infinite. 


Specifying Adjectives. 

What is a Specifying Adjective ? 

Definition 93. An Adjective that limits or specifies the 
things mentioned, without denoting a quality, is called a 
Specifying Adjective. 



ADJECTIVES — CLASSES. 


129 


EXAMPLES. 

A .“ Not a drum wag heard, nor a funeral note.” 

An .“ An old man found a rude boy.” 

The . “ Thou art the man.” 

One . “ One example is better than two precepts.” 

Your .“ Ye knew your duty, but ye did it not.” 


Note.— The three Adjectives “ A,” “ An,” and “ The,” are by some 
grammarians separated from the other Adjectives and called Articles. 
Still they are a sort of Specifying Adjective. 

In what different methods may an Adjective specify ? 

Adjectives specify—1. By simply pointing out things; as, 
This book, thou art the man. 

2. By denoting relation of ownership , 

adaptation , or origin ; as, My book, 
bog's caps, Watson’s Speller. 

3. By denoting number , definite or in¬ 

definite ; as, One book, the first 
class, many men. 

Then how many sorts of Specifying Adjectives have we ? 

We have three classes of Specifying Adjectives— 

1 . 'Pure Specifying Adjectives , 

2 . Numeral Specifying Adjectives . 

* 3 . Possessive Specifying Adjectives. 

Pure Specifying Adjectives. 

What is a Pure Specifying Adjective? 

Definition An Adjective used only to point out, or des¬ 
ignate things, is called a Pure Specifying Adjective. 


EXAMPLES. 

The .The hoy drives the hoop. 

That .That hook is mine. This hook is yours. 

Next .The next class will soon recite. 

Such .Such shames are common. 

Same .You may repeat the same exercise. 












130 


ENGLISH GRAMMAR — PART II. 


Remember —Adjectives derived from Proper Nouns are called 
'Proper Adjectives. 

Examples.—A merican, French, Grecian, Chinese. 

Let each pupil make a Sentence which shall contain one of the fol¬ 
lowing PureJSpecifying Adjectives, and place the Sentence in Diagram: 

A-. The-. This-. That-. These-. 

Those-. Next-. French-. German-. 

Numeral Adjectives. 

1. One man drives two horses. 

2. The third hoy answered the first question. 

3. A few bright boys are better than many dull ones. 

Why do we call “ one ” an Adjective f 
How does it describe “ man ? ” 

How does " third ” describe “ boy ? ” 

How does “ few ” describe “ boys t ” 

Remember —Adjectives that tell how many things are spoken of, are 
called Numeral Adjectives. 

What is a Numeral Adjective ? 

Dejinition 95. A Numeral Adjective is a word used to 
denote number. 

EXAMPLES. 

1. A boy has solved ten problems. 

2. And the fourth angel sounded. 

3. A threefold cord is not quickly broken. 

4. Many men have many minds. 

Observation 1.—Numeral Adjectives may be— 

Cardinal. —One—two—three—four. 

Ordin al. —First—second—third—fourth. 

•Mult. ip l i cati ve. —Single—double—quadrupl e. 

Indejijute. —Few—many—some (denoting number). 


ADJE C TI V E S — CLASSES. 


131 


Observation 2 .—A and an, when they denote number, are to be 
classed as Numeral Adjectives. 

Examples. —1. “ Not a drum was heard, nor a funeral note.” 

Not one drum was heard. 

2. “ Not an instance is on record.” 

Not one instance is on record. 

Let each pupil make a Sentence which shall contain one or more 
of the following Numeral Adjectives, and place each Sentence in 
Diagram: 


One, 

four. 

seven. 

ten. 

one hundred. 

Second, 

fifth. 

tenth, 

twentieth, 

thousandth. 

Several, 

many. 

some. 

few. 

tenfold. 


'Possessive Specifying Adjectives . 

1. My father has sold Ms farm. 

2. John’s father bought a Webster’s Dictionary. 

3. My neighbor makes and sells children’s shoes. 

Why do we call “ my ” an Adjective? 

Because it describes “ Father ” —by telling whose father. 

« 

How does “ Webster’s ” describe “ Dictionary ? ” 

How does " children’s ” describe “ shoes ? ” 

What is a Possessive Specifying Adjective? 

Definition 96. An Adjective that specifies by indicating a 
relation of ownership, origin, or fitness, is called a Possess¬ 
ive Specifying Adjective. 

EXAMPLES. 

1. Ownership .... I write this with William’s pen. 


2. Origin .We have purchased a Webster’s Dictionary. 

3. Fitness .Mr. Cook has some elegant boys’ caps. 


Why do we call such words Possessive Adjectives ? 

Because they have the Possessive Form, and generally de¬ 
scribe by denoting possession. 




132 


ENGLISH GRAMMAR — PART II. 


Bo they always denote possession or ownership ? 

Possessive Adjectives do not always denote possession or 
ownership, 

Let each pupil make a Sentence that shall contain one or more Pos¬ 
sessive Adjectives. 

Verbal Adjectives. 

1. Running streams afford pure water. 

2. The hoy running across the fields is a truant. 

Why do we call “ running ” an Adjective ? 

How does it describe “ streams ? ” 

How does “ running ” describe “ boy ? ” 

Remember —All Adjectives derived from Verbs, are called Verbal 
Adjectives. 

What is a Verbal Adjective? 

Definition 97. A Participle used to express a condition , 
state , or act of a being or of a thing, is called a Yerbal 
Adjective. 

EXAMPLES. 


3. ^Echoing .Lightly tread the echoing floor. 

4. Slamming .Lightly shut the slamming door. 

5. Throbbing .The throbbing heart lies still. 


6. By the babbling brook he dines, from the glowing noontide heat, 

7. Sheltered by the branching pines hanging o’er the grassy seat. 

Let each pupil make and place in Diagram a Sentence that shall 
contain one or more Verbal Adjectives. 

The Derivation of Adjectives. 

1. Some words are primarily used as Adjectives. 

Examples. —Good—bad—sweet—tall—warm— new. 

2. But most Adjectives are derived from Nouns, from Pronouns, and 
from Verbs. 





ADJECTIVES — CLASSES. 133 




EXAMPLES. 



Nouns. 

Adjectives. 

Pronouns. 

Adjectives. 

Verbs. 

Adjectives . 

Man, 

manly. 

It, 

its. 

Study, 

studious. 

Angel, 

angelic. 

Him, 

liis. 

Love, 

lovely. 

Defect, 

defective. 

Me, 

mine. 

See, 

seeing. 

Fool, 

foolish. 

Who, 

whose. 

Touch, 

touching. 

China, 

Chinese. 

They, 

their. 

Instruct 

, instructed. 

America, 

American. 

Us, 

our. 

Write, 

written. 

Let the pupils make Sentences containing Adjectives 

derived from 

the following 






Nouns. 


Pronouns . 

Verbs. 

England, 

Geography, 

Him, 


See, 

France, 

Arithmetic, 

Me, 


Hear, 

Germany, 

Grammar, 

It, 


Feel, 

Russia, 

Continent, 

You, 


Study, 

Genoa, 

Mechanic, 

They, 

Laugh, 

Rome, 

Telegraph. 

Who. 

Depend. 


Adjectives in 'Predicate. 

Remember —Adjectives describe things in two distinct methods: 

1. They are attached to Nouns and to Pronouns to denote a quality 

assumed. 

2. They are used with certain Verbs to assert a quality or con¬ 

dition. 

EXAMPLES. 

1. The joyous girl grew sad. 

What quality of “ girl ” is assumed ? 

What quality of “ girl ” is asserted ? 

Remember 1. When a quality- is asserted of a being or thing, the 
assertion is made by a Yerb end an Adjective . 
And 

2. When an Adjective is used with a Verb to make an 
assertion, it is said to be in Predicate. 






134 


ENGLISH GRAMMAR —PART II. 


ADVERBS. 



and Richard often behave very 
badly in school. 

How do they often behave in school ? 
When do they behave badly ? 

How badly do they often behave ? 
Where do they often behave badly ? 


For what did I use the word “ badly ? ” 
For what did I use the word “ often t ” 
For what did I use the word “very? ” 
For what did I use the Phrase “ in 
school ? ” 


Remember —Words that tell us when, where, how, or why a thing is 
done, are called Adverbs. 

What is an Adverb ? 

Definition 98 An jidvet'b is a word used to modify the 
signification of a Verb, of an Adjective, or of another modifier. 


EXAMPLES. 

Adjuncts ofYerbs .1. Yonder comes the farmer— comes 

where ? 

Adjuncts of Adjectives .... 2. Are fruit thieves very good people? 

3. Too many eyes are gazing. 

Adjuncts of Adverbs .4. William studies very well. 

“ Yonder ” is used to tell where the farmer comes. Hence, it is an 
Adverb. 

“ Too ” is used to tell how “ many ” eyes are gazing. Hence, it is an 
Adverb. 

“ Very ” is used to tell how “ well ” William studies. Hence, it is an 
Adverb. 

Classification of Adverbs. 

Some Adverbs tell how a thing is done. 

1. John studies diligently. 

How does John study ? 




A D VERBS — CLASSES. 


135 


Remember —All words used to ask or to answer tlie question 
a How,” are called Adverbs of Manner, 

EXAMPLES. 

2. Tlie book is elegantly bound. How bound ? 

3. The boys have recited their lessons well. 

4. Stars shine brightly. Shine how ? 

Let each pupil make a Sentence containing an Adverb of Manner. 

Remember —Adverbs of Manner used to negative an assertion or an 
attribute, are called Negative Adverbs. 

Let each pupil make a Sentence containing an Adverb of Negation. 
Some Adverbs tell when a thing is done. 

5. William studies now. 

When does William study t 

Remember —All words used to ask or to answer the question When ? 
or IZon> often ? are called Adverbs of Time. 

EXAMPLES. 

6. We shall soon see him. When f 

7. Oft have I met him. When ? 

8. To-morrow shalt thou be with me. 

9. " Gentlemen never smoke.” 

Let each pupil make a Sentence that shall contain an Adverb of 
Time. 

Some Adverbs tell (or ask) where a thing is done. 

10. “ Where shall wisdom be found ? ” 

11. “ Come hither all ye weary souls.” 

Gome whither ? 

Remember— All words used to ask or to answer the questions 
Where ? Whence? and Whither? are called Adverbs of 
Tlace. 

EXAMPLES. 

12. Whence come wars ? 

13. Here sleeps he now. 

14. Yonder comes the powerful king of day. 

Let each pupil make a Sentence that shall contain an Adverb of 
Place. 


136 


ENGLISH GRAMMAR — PART II. 


Remember— Words used to ask or to answer tlie questions How 
much ? How far? To what extent ? etc., are called Adverbs 
of Degree. 

EXAMPLES. 

15. You have recited very well. 

16. We were perfectly satisfied. 

17. Too low they build, who build beneath the stars. 

Let each pupil make a Sentence that shall contain an Adverb of 
Degree. 

Remember —Words used to ask or to answer the questions lf~hy ? 
V r here fore ? etc., are called Adverbs of Cause, 

EXAMPLES. 

18. Wherefore didst thou doubt ? 

19. Therefore came I unto thee. 

Let each pupil make a Sentence that shall contain an Adverb of 
Cause. 

How many classes of Adverbs have we ? 

Adverbs may modify in regard to Afanner, Time, 
Tlace, fDegree, and Cause, 

Remember —Adverbs in all these classes may be used to ask ques¬ 
tions. When so used they are called Interrogative Adverbs. 

Modification of Adverbs: 

Remember —Adverbs are modified like Adjectives, by Comparison. 
EXAMPLES. 

1. William rises early, and will come soon. 

2. Mary rises earlier, and will come sooner. 

3. Warner rises earliest, and will be here soonest. 

Adverbial 'Phrases. 

1. Clara will come soon. 

Will come —when ? 

2. Clara will come in a short time. 

Will come —when ? 


AD VERBS — CLASSES. 


137 


Remember 1. Phrases often perform the same office as Wwds. 

2. When a Phrase performs an Adverbial office, it is called 
an Adverbial Phrase. [See p. 54.] 


EXAMPLES. 


Adverbial Word .William was walking homeward. 

Walking whither ? 

Adverbial Phrase .William was walking towards home. 

Walking whither? 


Remember —Adverbial Phrases are classified —like Adverbial Words— 
according to their various offices. 


EXAMPLES. 

Of Manner ... 5. “ On foot I take my way.” 

Take my way —how ? 

Of fime .6. At midnight .. . the Turk was dreaming. 

Turk was dreaming —when ? 

Of Place .7. In his guarded tent, the Turk was dreaming. 

Turk was dreaming —where ? 

Of Pegree .8. Sweeter by far, is the heart’s adoration. 

Sweeter —to what extent ? 

Of Cause .9. I came to bury Caesar. 

Came —wherefore ? - * 

Of Negation .10. “Ye shall in no wise enter therein.” 

Shall ye enter ? 


Let each pupil make a Sentence that shall contain an Adverbial 
Phrase. 


Adverbial Sentences . 


William rises early. 

Rises when ? 

William rises before the day dawns. 
Rises when ? 


Remember —When a Sentence performs an Adverbial office in the 
structure of another Sentence, i$ is called an Adverbial Sentence . 










138 


ENGLISH GRAMMAR — PART II. 


EXAMPLES. 

How? .Speak tlie piece as I pronounce it to you. 

When ? .And, when its yellow lustre smiled , 

Each mother held aloft her child. 

Where ? . Where Wealth and Freedom reign , contentment fails. 

Why ? .I came because you called me. 


Why do we call “ as I pronounced it to you,” a Sentence ? 

Is it a Principal Sentence, or an Auxiliary Sentence ? 

Why do we call it an Adverbial Sentence ? 

Let each pupil make a Sentence that shall contain an Adverbial 

Sentence. 

RECAPITULATION. 

of Manner. How ? 
Affirmation. 

Doubt. 

Negation. 

of Time. When ? 
Place. Where ? 
Degree. 

Cause. Why ? 

EXERCISES. 

♦ 

In the following Sentences, point out all the Adverbial Elements: 

1 . Words. 

1. Lightly tread the echoing floor. 

2. Our fathers, where are they ? 

3. And the prophets, do they live forever ? 

4. How lightly mounts the Muse’s Wing! 

2 . Words and 'Phrases . 

5. More frequently he calls on me. 

6. At midnight, in his guarded tent, 

7. The Turk was dreaming ; 

8. In dread, in danger, and alone, 

9. Famished and chilled through ways unknown, 

10. Tangled and steep he journeyed on. 


A Word. 


An Adverbial Element 


may consist of. 


A Phrase. ) Classes. 


A Sentence. 







ADVERBS — DER1VA TION. 


139 


3. Words, 'Phrases, a?id Sente?ices. 

11. “ E’en now, where Alpine solitudes ascend, 

I sit me down, a pensive hour to spend ; 

And placed on high, above the storm's career, 

Look downward, where a hundred realms appear .” 

Now give the class of each— Time — Place — Degree — Cause—Manner 
— Negation. 

Let them be parsed by this 

MODEL. 


Now.| 

Where Alpine soli- j 
tudes ascend . . . ( 

Down.| 

A pensive hour to j 
spend.( 

On high.| 

Above the storm’s j 
career./ 

Downward. < 


Modifies “ sit ’’—denoting time ; hence, an Adverb 

— Word. 

Modifies “ sit ”—denoting place; hence, an Adverb 
— Sentence. 

Modifies “ sit ”—denoting place ; hence, an Adverb 

— Word. 

Modifies “ sit ”—denoting cause ; hence, an Ad¬ 
verb— Phrase. 

Modifies “ placed ” — denoting place ; hence, an 
Adverb— Phrase. 

Modifies “placed”,—denoting place; hence, an 
Adverb —Phrase. 

Modifies “ look ”—denoting place ; hence, an Ad¬ 
verb— Word. 


Where a hundred ( Modifies “ look ”—denoting place ; hence, an Ad- 
realms appear ...[ verb— Sentence. 


:Derivation of Adverbs . 

1. Some words are used primarily as Adverbs. 

Examples. — Now, then, here, there, soon, well. 

2. But most Adverbs are derived from Adjectives; as, able, ably; 
noble, nobly; skillful, skillfully ; true, truly ; false, falsely. 

Let Sentences be made—each Sentence containing one of the follow- 


ing words: 

Noun. Adjective. 

Adverb. 

Noun. 

Adjective. 

Adverb. 

Love, 

loving. 

lovingly. 

Vice, 

•vicious, 

viciously. 

Skill, 

skillful, 

skillfully. 

Fear, 

fearful. 

fearfully. 

Use, 

useful, 

usefully. 

Peace, 

peaceable, 

peaceably. 

Beauty, 

beautiful, 

beautifully. 

Joy, 

joyful, 

joyfully. 

Now let each Sentence be analyzed and the Adverbs parsed. 









140 


ENGLISH GRAMMAR — PART II, 


PREPOSITIONS. 



ad Charles have gone to the brook 
to angle for trout. 

Do you see Philip standing on the 
bridge that reaches from rock 
to rock across the stream ? 

He has cast his hook into the 
water below the bridge. 

Will he pull a fish out of the water 
while Charles is wading through 
the brook above the bridge and 
near the rock ? 

Can a dog be of service in sports 
like this ? 


Philip and Charles have gone where ? 

What, then , is the use of the Phrase “ to the brook ? ” 

What introduces or begins that Phrase ? 

Between what two words does “ to ” show a relation ? 

What kind of relation does “to” show ? 

Why do you call that a relation of place ? 

Remember —Words used to introduce Phrases—showing a relation of 
other words to each other, are called 'Prepositions . 

What is a Preposition ? 

Definition 99. A CaP reposition is a word used to introduce 
a Phrase, showing a relation of its Object to the word which 
its Phrase qualifies. 

What words are generally used as Prepositions ? 

The following words are sometimes or generally used as 


Prepositions: 

About .“We walked about the grove.” 

Above .“ There is a ferry above the falls.” 

Across . “ Across the ocean came a pilgrim bark.” 

(c.) After .“ He that cometh after me, is preferred 

before me.” 

Against .“He that is not for me, is against me.” 

Along .“ Winds that run along the summits of 

their hills.” 














PREPOSITIONS. 141 

Amid .“We stowed them amid-ships” 

Amidst . “Amidst the mists, he thrusts his fists.” 

Among .“He became a great favorite among the 

boys” 

Amongst .“We made diligent search amongst the 

rubbish.” 

Around .“ The chill dews of evening were falling 

around me” 

(c.) As .“He mentioned this as the latest news.” 

Aslant .“It struck aslant the beam.” 

Astride .“ He .sat astride the beam” 

At .“ He was at work at noon.” 

Athwart .“ The dolphin leaped athwart her bows.” 

(c.) IBefore .“He stood before the people.” 

:Behind .“ She stood behind a rick of barley.” 

'Below .“ The captain was below decks.” 

p 1Beneath .“He lies beneath the mouldering ruins.” 

Beside .“ Beside its embers, red and clear.” (By 

the side of.) 

J Besides .“ There was a famine in the land, besides 

the first famine.” (In addition to.) 

J Between .“He came between us pretty oft.” 

J Betwixt .“ There is no difference betwixt them.” 

iBeyond .“He lives beyond the lake.” 

( c.) IBut .“ All went but me.” 

Hy .“ They stood by the cross.” 

Concerning .“ Concerning whom I have before written.” 

2) own .“We floated down the stream.” 

Duriiig .“ This has occurred many times during 

the year.” 

( c .) Fre .“ And ere another evening’s close.” 

Fxcept .“I have worked all except the last problem.” 

Excepting .“ Excepting that bad habit, the teacher was * 

faultless.” 

(c.) For .“ Will you solve that problem for me ? ” 

From .“ Playful children, just let loose from 

school.” 

In . “In dread, in danger , and alone.” 
































142 


ENGLISH GRAMMAR — PART II. 


Into .“ Into these glassy eyes put light.” 

(a.) like .“ Like a spirit , it came.” 

(ad.) JVea?' .“ His residence is near the church .” 

Next .“ Plural nominatives should he placed 

next their verbs.” 

Nigh . “ Come not nigh me.” 

Notwithstanding .. “ Notwithstanding this, we remain friends.” 

Of .“ The time of my departure approaches.” 

(ad.) Off .“He fell off the bows. 

On .“He stood on an eminence.” 

(a.) Opposite ..“ Our friend lives opposite the Exchange.” 

Over .“I threw the hall over the house.” 

(a.) ‘Past .“We came past Avon.” 

(a) Pespecti?ig .“ Nothing was known respecting him.” 

Pound .“He went round the parish, making com¬ 

plaints.” 

(c.) Since .“ Since Saturday he has not been seen.” 

Save .“ All, save this little nook of land.” 

(c.) Than .“ Than whom none higher sat.” 

Through .“ Through bush and brake resounds the 

bugle horn.” 

Throughout .“ Throughout that dismal night.” 

Till .“ He labored hard till noon.” 

To .“We purpose to go to Rochester to-day.” 

(a) Touching .“ Touching these things, whereof I am 

accused.” 

Towards .“ They returned towards evening.” 

Under .“ Then they went under the cloud.” 

Underneath .“And underneath his feet, he cast tie 

darkness.” 

Unlike .“ Unlike all that I had ever before seen.” 

(c.) Until .“We shall not return until Saturday.” 

Unto .“ He came unto His own.” 

Up .“ The squirrel ran up a tree.” 

Upon .“He stood upon the highest peak.” 

With .“I will go with you.” 

Within .“ Peace be within these walls.” 

Without .“I cannot go without you.” 


































PREPOSITIONS. 


143 


Words marked (a.) are also used as Adjectives. 

Words marked (c.) are also used as Conjunctions. 

Words marked (ad.) are also used as Adverbs. 

Sometimes two words combine to perform the office of a Preposition. 
As to—from out—instead of—out of—of' of—are of this-class 
of compound or doitble 'Prepositions . 

Remember —The Word whicli a Prepositional Phrase qualifies is 
called the Antecedent term of Relation. 

Point out the Antecedent of each Preposition in the above List. 

Remember —The Antecedent may be a Noun, a Pronoun, an Adjec¬ 
tive, a Verb, a Participle, or an Adverb. 


EXAMPLES. 

A Noun .1. The storms of wintry time will quickly pass. 

A Pronoun ... 2. Wno of us shall go ? 

An Adjective . . 3. The boy was rude in speech. 

A Verb .4. “He stood on an eminence.” 

A Participle . . 5. “ If a body meet a body, coming throuyh the rye.” 
An Adverb ... 6. The hat is too small for Willie, and too large for me. 

Remember —The Object of a Preposition is called its Consequent term 
of Relation. 

Remember —The Object of a Preposition may be a Word, a Phrase, 
or a Sentence. 


1. A Word —The wood nymphs started at the sight. 

2. A Phrase —A habit of moving quickly is another way of gaining time. 
3.. A Sentence — 

The footman in his usual phrase 
Comes up with “ Madam, dinner stays” 

Point out the Consequent or Object of each Preposition in the above 
List of Prepositions. 

Remember —The Object of a Preposition is a Noun or a Pronoun, in 
the Objective Case ; or it is a Substantive Phrase, or a Substantive Sen¬ 
tence. 




144 


ENGLISH GRAMMAR — PART II. 


Exception. —The Preposition “ to ” often has a Verb in the Infin¬ 
itive Mode as its Object. 

EXAMPLES. 

7. William is requested to study. 

8. “ I love to hear thine earnest voice.” 

Remember—A Phrase having a Verb as the Object of the Preposition 
“ to,” is called an Infinitive Phrase. [See p. 20.] 

EXERCISES. 

“ The storms of wintry time will quickly pass.” 

“ Of ”.is used to introduce the Phrase “ of wintry time,” show¬ 

ing a relation of “ time ” to “ storms.” Hence it is a 
Preposition. 

“ The boy was rude in speech.” 

“ In ”.is used to introduce the Phrase “ in speech,” showing a 

relation of “ speech ” to “ rude.” Hence it is a 'Pre¬ 
position. 

A habit of moving quickly is another way of gaining time.” 

“ Of ”.is used to introduce the Phrase “ of moving quickly,” 

showing a relation of “ moving quickly ” to “ habit.” 
Hence it is a 'Prepositio7i. 

{By another Model—suited to more advanced pupils.) 

“ Of ”.is a Preposition, because it connects “ moving quickly ” 

to “ habit,” showing a relation between them. 


CONJUNCTIONS. 


John studies. 
James studies. 
John recites. 
James recites. 


John and James study and recite. 
Who study f Who recite ? 


Remember —Two or more words may be joined in construction, when 
they perform similar offices in Sentences or in Phrases. 


The Words which denote this conjoining of other words without 
indicating a relation, are called Conjunctions. 







CO N JUNG TIONS. 


145 


What is a Conjunction? 

Definition 100. A Conjunction is a word used to join 
Words, Phrases, or Sentences. 

EXAMPLES. 


To join Words . 1. William and Joseph work. 

2. William works and plays. . 

3. In peace and safety may we dwell. 

To join Phrases . 4. Education is important to the rich and 

TO THE POOR. 

5. “ To do good and to be benevolent 
are often very different tilings.” 


To introduce Sentences ... 6. “ When its yellow lustre smiled 

Each mother held aloft her child.” 

LIST. 

The words most frequently used as Conjunctions are— 


And . “ And the sword and the plague-spot with death strew 

the plain.” 

Again .“ Again, look at the moral aspects of this enterprise.” 

Ties ides .■“ Besides, sir, when shall we be stronger? ” 

Toth . “ Both Anna and William were absent.” 

Tut .“I go, but I return.” 

JTither .“ Either you or I mistake.” 

TJlse .Else what shall they do ? ” 

Further . “ Further, by this, my son, be admonished.” 

Moreover . . . “ Moreover, the dogs came and licked his sores.” 

Neither .“ Neither poverty nor riches can render a man happy.” 

Nor .“ Nor war nor wisdom yields our Jews delight.” 

Or .“ Disease or poverty attend the sluggard.” 

Otherwise . . . “ Otherwise ye have no reward of your Father.” 

Still .“ Still, the impression has troubled me.” 

Thus .“ Thus with the year, seasons return.” 

Tet .“ Yet I do feel my soul recoil within me.” 

Wherefore . . . “ Wherefore tongues are for a sign.” 


The Conjunctions in the preceding List either connect words or 
introduce Principal Sentences. 














146 


ENGLISH GRAMMAR—PART II. 


The following Conjunctions are commonly used to introduce Aux 
iliary (Adverbial) Sentences: 


After .“ We reached the station after the cars had gone.” 

Although .. . . “ We did not attend the concert, although we had 
tickets.” 

As .“ As ye journey sweetly sing.” 

1'Because .“ He studies only because he must.” 

J 'Before . “ I shall graduate before you enter college.” 

PJxcept .“ Except the corn die it abideth alone.” 

Por .“He will never be respected, for he will not respect 

himself.” 

Pf .“If sinners entice thee consent thou not.” 

Pest .“ Love not sleep, lest thou come to poverty.” 

'Provided . . .. “ I will go provided you accompany me.” 

Since .“ Since moral suasion will not move you, I will try 

physical.” 

Phan .“ He is more willing to give than we are to receive.” 

Phat .“ He knew not that the chieftain lay unconscious of 

his son.” 

Phen .“If you will take the right, then I will go to the left.” 

Phough .“ Though all men forsake thee I will not.” 

Unless .“ Acquired knowledge avails little unless it rests on 

common sense.” 

When .“ When I am thy captive, talk of chains.” 

Whei'e *.“ Where wealth and freedom reign contentment fails.” 

While .“ O will you be a Christian while you’re young!” 

Remember Sometimes two or more words combine to constitute a 
Conjunction. 


Examples. — As well as, howbeit, howsoever, notwithstanding, and some 

others. 

Remember —Conj unctions used to introduce Adverbial Sentences are 
called Adverbial Conjunctions . 

Example.—I will go when you go—perhaps before you go. 

* Some of the words in this list are often used as Adverbs. In parsing such 
words, the inquiry should he, Does the word modify a Verb , or is it here used*chiefly 
to introduce a Sentence ? If the former, it is an Adverb; if the latter, it is a Con¬ 
junction. 






















CONJUNCTIONS — EXCLAMATIONS. 147 


Remember —Auxiliary Adjective Sentences are introduced by Relative 
Pronouns or by Possessive Adjectives derived from them. [See p. 85.] 

EXERCISES. 

1. “ Anna and Willie carry the basket.” 

“And ” .is used to connect the words Anna and Willie as Sub¬ 

jects of the Verb "carry.” Hence it is a Con¬ 
junction 

2. “ And I am glad that he has lived thus long.” 


“And” .is used to introduce the Sentence. Hence it is a 

Confunction. 

“ That” .... is used to introduce the Auxiliary Sentence. It is 
therefore a Conjunction. 


“ And when we are parted and when thou art dead, 

0 where shall we lay thee! ” 

“And” .is used to introduce the Principal Sentence “ we shall 

lay thee.” Hence it is a Conjunction. 

4 

“ When” .... is used to introduce the Adverbial Sentence “when 
we are parted.” Hence it is an Adverbial Con¬ 
junction. 

“ And ” .is used to connect the two Adverbial Sentences “ when 

we are parted ” and “ when thou art dead.” Hence 
it is a Conjunction . 

“ When” .... is used to introduce the Adverbial Sentence “when 
thou art dead.” Hence it is an Adverbial Con¬ 
junction. 

Thus parse the Conjunctions in the above list. 

EXCLAMATIONS. 

What is an Exclamation ? 

Definition 101. A word used to express a sudden or an in¬ 
tense emotion, is called an Exclamation. 

EXAMPLES. 


Alas!.Alas! alas! that great city. 

O.O Scotia! 

Wo !.Wo! wo! to the riders. 









148 


ENGLISH GRAMMAR — PART II. 


WORDS OF EUPHONY. 

Remember —Some words are used that have no grammatical office : — 
being used chiefly for Rhetorical effect. Such words are called Words 
of Euphony. 

What is a Word of Euphony ? 

Definition 102. A Word of Jffuphony is a Word used 
chiefly for the sake of sound, or to change the position, accent, 
or emphasis of other Words in a Sentence. 

Observation 1.—Words of Euphony are such as commonly belong 
to some other “ part of speech.” But they are properly called Words 
of Euphony when they do not perform their usual grammatical offices. 
They are, then, in their offices chiefly Rhetorical—being used, 

(1.) To render other Words emphatic. 

Examples. —1. “Even in their ashes live their wonted fires.” 

2. “ The moon herself is lost in heaven.” 

(2.) To change the position of the parts of a Sentence. 

Example.—3. “ There are no idlers here.” 

(3.) To preserve the rhythm in a line of poetry. 

Examples. — 4. “ I sit me down a pensive hour to spend.” 

5. “ His teeth they chatter, chatter still.” 

Remember —We cannot always tell by the looks of a Word what its 
office is. For some words differing from each other in their uses are 
spelled alike. 

It should always be remembered by the pupil that the office of a 
word—not its shape—determines its Etymology. 

Among the Words of similar Orthography that differ in their Ety¬ 
mology are the following: 


A.Adj.... Webster wrote a Dictionary. 

A.Prep... Wild winds and mad waves drive the vessel a wreck. 

Above.... Prep... He stands Above us. 

Above.... Adv ... By the terms above specified. 

After .... Prep... He that cometh after me is preferred before me. 
After .... Conj ... He came after you left. 




WORDS — DIFFERENT USES. 149 

After .... Adj .... He was in tlie after part of tlie sliip. 

As.Conj .. . Just as tlie twig is bent the tree’s inclined. 

As.Adv .. . Nature, as far as art can do it, should be imitated. 

As.PrQn... Such as I have, give I unto thee. 

Before .. . Prep ... He stood before the people. 

Before . . . Conj ... They kneeled before they fought. 

Both.Adj .... Situated on both sides of the river. 

Both.Pron.. . Lepidus flatters both —of both is flattered. 

Both.Conj .. . And now he is both loved and respected. 

But.Prep ... All but me were rewarded. 

But.Conj... I go— but I return. 

But.Adv ... If we go, we can but die. 

Ere.Prep... And ere another evening’s close. 

Ere.Conj .. . And ere we could arrive [at] the point proposed. 

For.Prep... They traveled for pleasure. 

For.Conj .. . He cannot be a scholar, for he will not study. 

Like.Prep ... Nature all blooming like thee. 

Like.Adj .... Like causes produce like effects. 

Like.Verb... We like whatever gives us pleasure. 

Like.Pron... We shall never see the like again. 

Near.Adj .... At the near approach of the star of day. 

Near.Prep ... We live near the springs. 

Near.Adv .. . Books were never near so numerous. 

Near.Verb... We shall near the light-house. 

Neither... Adj_He can debate on neither side of the question. 

Neither... Pron... We saw neither of them. 

Neither... Conj .. . The boy could neither read nor write. 

Next. Adj.... The next generation. 

Next.Prep ... Adjectives should be placed next their substantives. 

Off.Adj .... The off ox should keep the furrow. 

Off.Prep ... William fell off the load. 

Only.Adj_Love and love only is the loan for love. 

Only.Adv . . . Only observe what a swarm is running after her. 

Opposite .. Adj_On the opposite bank of the river. 

Opposite .. Prep ... We stood opposite the Exchange. 

Past.Adj_A past transaction. 

Past.Prep ... It was past midday. 






























150 ENGLISH GRAMMAR — PART II. 

Round .... Adj.Like the round ocean. 

Round .... Prep.Flung round the bier. 

Round .... Noun.The watchman takes his nightly round. 

Still.Adj. Still waters reflect a milder light. 

Still.Adv. Still struggling, he tries to stand. 

Still.Conj. Still, the reflection has troubled me. 

Still.Noun.The loafer lounges about the still. 

Still.Verb.“He could still the tempest at His will.” 

Since.Prep. Since yesterday, we have taken nothing. 

Since.Conj. Since I cannot go, I will be contented here. 

So.Adv. So calm, so bright. 

So.Conj.“ I’ll say thee nay, so thou wilt woo.” 

Than.Conj.She is more nice than wise. 

Than.Prep. Than whom, Satan except, none higher sat. 

Than.Pron.We have more than heart can wish. 

That.Adj. That book is mine. 

That.Rel. Pron . . . “ Him that cometh unto me, I will in no wise 

cast out.” 

That.Pron. Adj . . . Forgive me my foul murder? that cannot be. 

That.Conj.I am glad that he has lived thus long. 

Then.Adv. Then, when I am thy captive, talk of chains. 

Then.Conj. Then, I’ll look up. 

Then.Pron.Till then. 

Till.Prep.They labored hard till night. 

Till.Conj. Till I come, give attention to reading. 

Till.Noun.He kept his money in the till. 

What.Adj.At what hour did you arrive ? 

What.Rel. Pron . . . What Reason weaves, by Passion is undone. 

What.Inter. Pron .. What does it avail ? 

What.Exclam .... What! is thy servant a dog ? 

While .... Conj.Good boys study while the teacher is absent. 

While .... Verb.We whiled away the time in fishing. 

While .... Noun.After a while we returned to the boat. 

Remark.—T he above list is sufficiently extended to show the pupil 
that a word cannot be properly parsed until the Sentence in which it 
is found is first analyzed. 

On the four following pages we give a model— perhaps the best— 
for analysis and parsing. 























































ANALYSES AND PARSING. 


151 


EXERCISES IK ANALYSES AND PARSING. 



There, in his noisy mansion, skilled to rule, 
The village master taught his little school.” 


fc*) RULE" ) 


A Sentence 
Simple 
Transitive 


Why? Def.,* p. 16. 
Why? Def., p. 42. 
Why? Def., p. 42. 


Analysis by the diagram. 


Principal 

Elements. 


Adjunct 

Elements. 


( The Subject. 

) The Predicate.. . . 
( The Object. 

! 0f the Subject . . . 

Of the Predicate . . 
Of the Object . . . . 


. “ Master.” 

.“ Taught.” 

.“ School.” 

“ The,”.a Word. 

" Village,”.a Word. 

“ Skilled to rule,”.a Phrase. 

“ There,”.a Word. 

" In his noisy mansion,” . . a Phrase. 

“ His,”.a Word. 

“ Little,”.a Word. 


* Let the pupil repeat the Definitions until they become perfectly familiar. After 
that the Definitions may be omitted. 


























































































































152 ENGLISH GRAMMAR — PART II. 

'Parsed by the Chart. 

There. 

.an Element in the Sentence. 

Adjunct —Why? Def., p. 24. 

Word —Why? Def., p. 13. 

Adverb— of Place— Why ? Def., p. 134. 

In his noisy mansion .... an Element in the Sentence—Why ? 

Adjunct —Why? Def., p. 24. 

Phrase —Why ? Def., p. 47. 

Adverb —of Place —Why ? Def., p. 134. 

Skilled to rule . 

Adjunct —Why ? Def., p. 24 

Phrase —Why ? Def., p. 47. 

Adjective —Why ? Def., p. 125. 

The. 

Adjunct —Why ? Def., p. 24. 

Word —Why ? Def., p. 13. 

Adjective —Why? Def., p. 125. 

Village. 

Adjunct —Why? Def., p. 24. 

Word —Why ? Def., p. 13. 

Adjective —Why ? Def., p. 125. 

Master. 

Principal Part —Why ? Def., p. 24. 

Subject —Why? Def., p. 18. 

Word —Why ? Def., p. 13. 

Noun —Why ? Def., p. 64. 

Subjective Case. 

Taught. 

Principal Part —Why? Def., p. 24. 

Predicate —Why ? Def., p. 20. 

Verb —Why ? Def., p. 89. 


Active — Indicative — Past. 

His. 

Adjunct —Why? Def., p. 24. 

Word —Why ? Def., p. 13. 

Adjective —Why ? Def., p. 125. 

Possessive —Why? Def., p. 131. 









PARSING — MODEL EXERCISES. 


153 


Little . 



Adjunct 

Word 

—Why? Def. ; p. 24. 
—Why ? Def., p. 13. 


Adjective 

—Why ? Def., p. 125. 


Qualifying 

—Why ? Def., p. 126. 

Scliool. 



Principal Part—Wliy ? Def., p. 24. 


Object 

—Why ? Def., p. 23. 


Word 

—'Why? Def., p. 13. 


Noun 

—Why ? Def., p. 64. 


Common 

—Why ? Def., p. 65. 


Third 

—Why? Def., p. 71. 


Singular 

—Why? Def., p. 74. 


Objective 

—Why? Def., p. 75. 


Analysis of the 'Phrases . 


“ In his noisy mansion.” 


A Prepositional Phrase- 

-Why ? Def., p. 57. 

In ... . 



Leader 

—Why? Def., p. 48. 


Preposition 

—Why ? Def., p. 140. 

His ... 



Adjunct 

—Why ? Def., p. 24. 


Word 

—Why? Def., p. 13. 


Adjective 

—Why? Def., p. 125. 


Possessive 

—Why? Def., p. 131. 

Noisy . . 

.an Element in the Phrase—Why ? 


Adjunct 

—Why? Def., p. 24. 


Word 

—Why? Def., p. 13. 


Adjective 

—Why? Def., p. 125. 


Qualifying 

—Why ? Def., p. 126. 

Mansion 

.an Element in the Phrase—Why ? 


Subsequent 

—Why? Def., p. 48. 


Word 

—Why? Def., p. 13. 


Noun 

—Why? Def., p. 64. 


Object 

—Why? Def., p. 23. 








154 


ENGLISH GRAMMAR — PART II 


“ Skilled to rule.” 

A Participial Phrase —Why ? Defp. 58. 

Skilled.an Element in the Phrase—Why ? 

Leader —Why ? Def., p. 48. 

Participle —Why? Def., p. 59. 

Intransitive —Why? Def., p. 61. 

To rule.an Element in the (Participial) Phrase—Why ? 

Adjunct —Why? Def., p. 49. 

Phrase —Why? Def., p. 47. 

Adverb —Why ? Def., p. 54. 

“ To rule.” 

An Infinitive Phrase— Why ? Def., p. 58. 


To.an Element in the Phrase—Why ? 

Leader —Why ? Def., p. 48. 

Preposition “ To ”—Why ? Def., p. 58. 

Rule.an Element in the Phrase—Why? 

Subsequent —Why ? Def., p. 48. 

Infinitive Verb —Why? Def., p. 58. 
Intransitive —Why ? Def., p. 61. 


Thus analyze the following 

ADDITIONAL SENTENCES. 

1. “ The dishes of luxury cover his table.” 

2. “ The voice of harmony lulls him in his bowers.” 

3. “ Has thy constant heart refused 
The silken fetters of delicious ease ? ” 

4. “After contemplating these things, I turned my eyes towards the 

top of the mountain.” 

5. “ Science may raise thee to eminence; 

6. But I, alone, can guide thee to felicity.” 

7. “ But Knowledge to tlieir eyes her ample page, 

Rich with the spoils of time, did ne’er unroll 

8. “ Full many a gem of purest ray serene 

The dark, unfatliomed caves of ocean bear.” 

9. “ Along the cool sequestered vale of life 

They kept the noiseless tenor of their way.” 






PART III. 

SYNTAX. 

S JS JV TJZJY C P - MA. J? IJV G 


PRELIMINARY OBSERVATIONS. 


1. In Part I. we took Sentences as we found them in books. We 
defined a Sentence as a Structure, made of Words and Phrases. We 
analyzed those Sentences—examined the several distinct parts of which 
they are composed—resolving them into their ultimate elements— 
Words. 


2. In Part II. we examined Words —their definitions, their forms, 
and their uses. We found that the more than ninety thousand English 
words may be resolved into nine distinct classes, based on their uses in 
the structure of Sentences: 


1. Naming Words, 

2. Substitutes for Names, 

3. Declaring or Asserting Words, 

4. Qualifying Words, 

5. Modifying Words, 

6. Connecting Words, of different construction , 

7. Connecting Words, of similar construction, 

8. Emotional Words, 

i). Words for Emphasis or Elegance, called 


called Nouns. 

“ 'Pronouns. 

“ Verbs. 

“ Adjectives. 

“ Adverbs. 

“ Prepositions. 

“ Conjunctions. 

“ Exclamations. 
Words of Euphony. 


We must now learn how to use these different classes of words in 
asserting Propositions—in making Sentences.* 

What is Syntax ? 

Definition 103. Syntax is that part of Grammar which 
teaches the art of making Sentences. 


* It is well to teach the pupil the nice distinction that exists between the terms 
Proposition and Sentence. [See p. 164.] 

The Proposition is in the thought; and it may he manifested in actions, in 
statuary, in pictures—in any form of language, natural or artificial. 

The Sentence is in words —spoken or written—so selected , modified , and ar- 
ranqed as to assert its own Proposition. 

The Proposition is in the province of Logic ; the Sentence, in that of Grammar. 




156 


ENGLISH GRAMMAR — PART III. 


GENERAL RULES. 

In making Sentences we should so select and arrange the Elements 
as to express the thoughts and emotions we intend to con vey—clearly— 
elegantly—in accordance with the custom of the best writers and speakers 
of the Language. 

To do this we must learn— 

1. To select the right words. 

2. To give the right modifications. 

3. To give them their proper positions. 

THE SENTENCE. 

What is a Sentence ? 

What are the various sorts of Sentences ? [See p. 42.] 

Remember —The basis of every Sentence is the Subject of discus¬ 
sion. Every Sentence must have a Subject expressed or understood. 

Q Pupils ^ 

Remember —The Subject alone does not constitute a Sentence. The 
Sentence-making element is that part which makes the assertion—that 
predicates some act or event of the Subject. 

Subject. Predicate. 

Pupils f use ) 

A Sentence may be complete in its Structure with only these two 
Elements—the Subject and the 'Predicate. But most Sentences 
have other Elements— Objects and Adjuncts. 



Subject. 


Predicate. 

Object. 


if 

Pupils 

X 

uee X 

language 



c 

pupils 

X 

use X 

language 



( Those ) 


( always ) 

( good ) 



Here we have the three Principal Elements—each Element having 
an Adjunct. 

We may have two or more of each Element in the same Sentence, 
i. e., two or more Subjects, Predicates, and Objects, and two or more 
Adjpncts of each. 























SYNTAX OF THE SUBJECT. 


157 


SYNTAX OF THE SUBJECT. 

1. The rig tit Words. 

The Subject of a Sentence must be a JVoun, a 'Pronoun, or a 
Substantive Phrase or Sentence. [See p. 19.] 

(a.) The JYoun Subject. —Any Noun may be used as the Subject 
of a Sentence. 

(6.) The Pronoun Subject. —All the Pronouns except me, thee, 
him, her 9 us, them and whom, may be used as the Subjects of a 
Sentence. [See p. 20.] 

Phi'ase Subject —Infinitive and Participial Phrases may be used 
as Subjects of Sentences. [See p. 52.] 

Sentence Subject. —Any Sentence used substantively may be the 
Subject of a Principal Sentence. [See p. 43.] 

2. The right Modifications. 

Remember —The modification of Nouns and Pronouns peculiar to 
the Subject of a Sentence is that of Case. 

Kule 1.—The Subject of a Sentence is in the Subject¬ 
ive Case. 

Observation. —This Rule of Syntax requires the right forms of 
some of the Pronouns and the proper positions of Nouns and of Pro¬ 
nouns used as Subjects of Sentences. 

3. The right Position of t7ie Subject. 

1. “ The coon killed the dog.” 

Which word is the Subject of this Sentence f 
Why do you say “ coon ” is the Subject ? 

2. The dog killed the coon. 

Now, what is the Subject of this Sentence ? 

Why do you say “ dog ” is the Subject ? 

What makes the difference in these two Sentences ? 

Then 

Remember 1. The proper position for the Subject is before the Pred¬ 
icate. 

Examples. —1. “ The master taught school.” 

2. “ The boy stood on deck.” 

3. Ye may go into all the world. 

4. Who has the lesson ? 


158 


ENGLISH GRAMMAR — PART III. 


Remember 2. In Imperative Sentences and in Sentences made Inter¬ 
rogative without the use of Interrogative Pronouns, the Subject is 
placed after the first word of the Predicate. 

Examples.—1. Go ye into all the world. 

2. Has the master taught school ? 

3. Hid the boy stand on deck ? 

4. Has Charles his lesson ? 

Caution 1.—Do not omit the Subject when the omission will render 
the sense obscure. 

Wrong.—1. Received your letter this evening. 2. Sorry you have been sick. Will 
come and see you soon. 

Corrected.— I received your letter this evening. I am sorry you have been sick. 

Caution 2.—Avoid the awkward and improper use of words as Sub¬ 
jects, which properly belong in Phrase Adjuncts of the true Subjects. 
Thus, 

Incorrect. —“ This sort of Adverbs commonly admit of comparison.”— Buchanan's 
Grammar. 

Corrected. —Adverbs of this sort commonly admit of comparison. 

“ Every kind of comfort and convenience were provided."—Com. Sch. Jour. 
Better.— Comfort and convenience of every kind were provided. 

“ This species of words were numerous." 

Better.—Words of this species were numerous. 

SYNTAX OF PRONOUNS. 

Rule 2.—A Pronoun should agree with its Antecedent in 
Gender, 'Person, and Number. 

Observation 1.—Possessive Adjectives derived from Pronouns fol¬ 
low the same laws of agreement with their Antecedents, as those appli¬ 
cable to Substantive Pronouns. 

1. Gender. 

Note I.—The Gender of a Pronoun should correspond to that of 
its Antecedent. 

1. Alfred was in Chicago when he last wrote. 

2. Anna learned to play before she was seven. 

3. The rabbit was fed by the girl who owns it. 

2. Person. 

The Person of a Personal Pronoun is determined by its form. The 
Person of other Pronouns is determined by their Antecedents. 


SYNTAX OF PRONOUNS. 


159 


3. Number . 

Note II.—A Pronoun should have a Singular form when it repre¬ 
sents one Singular Antecedent. 

Example.— Henry was quite well when I last saw him. 

Note III.—A Pronoun should have a Singular form when it repre¬ 
sents two or more Singular Antecedents taken separately. 

Example.— “ The oil of peppermint, or any other volatile oil, dropped 
on paper, will soon evaporate ; no trace of it v^ll be left.” 

Note IV.—A Pronoun should have a Singular form when it repre¬ 
sents a Collective Noun indicating Unity. 

Example.—I found the school more orderly than it had been under my 

administration. 

. Let the pupils correct the following 

ERRORS. 

1. Let any pupil put this in Diagram if they can. 

2. If Clara or Anna will do it, they shall he complimented. 

3. Each pupil may select a Sentence for themselves. 

4. “ Every true believer has the spirit of God in them.” 

Note V. — A Pronoun should have a Plural form when it has one 
Antecedent indicating Plurality. 

Example. —Few men are as wise as they might be. 

Note VI.—A Pronoun should have a Plural form when it has two 
or more Antecedents taken collectively. 

Example. —Mary and Anna always accomplish what they undertake. 

Note VII.—A Pronoun should have a Plural form when its Antece¬ 
dent is a Collective Noun indicating Plurality. 

Example. —The committee were unanimous in every measure which 

they discussed. 

Observation 2. —Singular Nouns of different Genders connected by 
or or nor must have different words to represent the Genders of the 
Antecedents. 

Examples. —1. “ Please ask Albert or Mary for his or her pencil.” 

2. Anna or Ernest has lost his or her book. 

Observation 3.—Custom renders it proper to -presume that Nouns 
which include males and females are Masculine—unless otherwise de¬ 
termined by the context. 

Examples. —1. “ The oldest inhabitant in the town related the story 
of his pioneer life.” 

2. “ Children should revere an aged person, whether he 
be learned or unlearned.” 


160 


ENGLISH GRAMMAR — PART III. 


Observation 4. — A Pronoun representing a Collective Noun, a 
Phrase, or a Sentence, should be of the Neuter Gender. 

Let the pupil correct the following 

ERRORS. 

1. “ The star of the west sends her last lingering ray.” 

2. “ Look not on the wine, when he giveth his color in the cup.” 

3. “ No boy or girl may le&ve her seat without permission.” 

4. “ No boy ox girl here can solve that problem unless he has assistance.” 
Corrected.— 1. The star of the west sends its last lingering ray. 

Let the pupils correct the others. 

Caution 3.— Do not use the Pronouns me, ttiee, him, her, us, 
them and whom, as Subjects of Sentences. 

Wrong — 1. John and me have completed Algebra. 

2. Has thee been to the yearly meeting ? 

3. You said him and I might go. 

4. Jane and her were at the concert. 

5. Us girls had a little dance in the parlor. 

6. Them are the boys we met. 

7. I do not know whom else were there. 

Corrected.— 1. John and I have completed Algebra. 

2. Hast thou been to the yearly meeting ? 

3. You said he and 1^might go. 

4. Jane and she were at the concert. 

5. We girls had a little dance in the parlor. 

6. Those are the boys we met. 

7. I do not know who else were there. 

Caution 4.—Do not use a Pronoun with its Antecedent in the same 
construction. 

Wrong.—\. “ Our teacher she will go with us.” 

Corrected—Owe teacher will go with us. 

Wrong .—2. “ Graham he is the boy that takes all the prizes.” 

3. “ My banks they are furnished with bees.” 

4. And the boys they went a fishing. 

Let the pupils correct these. 

Observation 5.—But Compound Personal Pronouns, and sometimes 
Simple Pronouns, may be used with their Antecedents for emphasis or 
for Rhythm. 

. Examples. —1. “ The moon herself is lost in heaven.” 

2. “ His teeth they chatter, chatter still.” 

Remember —Words thus added have a Rhetorical , not a Grammatical 
force. [See “ Words of Euphony,” p. 148.] 


SYNTAX OF PRONOUNS. 


161 


Caution 5. —Do not use a Pronoun instead of its Noun if the sense 
is thereby obscured. 

Wrong.— 1. Alice visited Clara when she returned from school. 

Corrected.— Alice visited Clara -when Alice returned from school; or, 

When Clara returned from school, Alice visited her. 

Wrong. —2. The teacher corrected John when he was angry. 

3. Flora attended school with Clara when she was a little girl. 

4. Do not onfit the Subject when it will render the sense obscure. 

5. “ A Pronoun should not be omitted when it will thereby render the 

sense obscure.” 

Let the pupils correct these. 

* 

Caution 6. —Do not use the Pronoun who for the name of a thing 
or of a brute animal. 

Wrong. —1. The elephant xoho broke the bridge swam ashore. 

Corrected. —The elephant that broke the bridge swam ashore. 

Wrong.— 2. “ They are like so many puppets who are moved by wires.” 

3. “ And the ants, who are collected by the smell, are burned.” 

4. “ He was met by a dolphin , xvho sometimes swam before him.” 

Let the pupils correct these. 

Caution 7.—Do not use the Pronoun which for the name of a 
person. 

Wrong. —1. The hoy which can analyze this sentence may rise. 

Con'ected. —The boy who can analyze this sentence may rise. 

Wrong.— 2. “ All pupils which have recited may be dismissed.” 

3. “ Those pupils which study grammar should speak correctly.” 

4. “ The conductor introduced me to the man of xvhich you spoke.” 

5. “ I did not meet the lady there which you spoke of.” 

Let the pupils correct these. 

Caution 8.—But we should use the Pronoun which or that to 
represent a Collective Noun. 

Examples.— 1. “ The multitude that followed swelled the notes of joy.” 

2. “ The regiment which Quinby commanded suffered most 
in this engagement.” 

Wrong.— “ The committee who were appointed failed to report.” 

“ He instructed the crowds who surrounded him.” 

“ The court, who gives currency to manners, ought to be exemplary.” 

“ The nations among whom they took their rise, were not savage.” 

“ The convention Who were called accomplished nothing.” 

Let the pupils correct these. 


162 


ENGLISH GRAMMAR — PART III. 


Caution 9. —Do not use the Pronoun them as an Adjective. 
Wrong. —1. Where did you obtain them books ? 

Corrected. —Where did you obtain those books ? 

Wrong.— 2. Them are my sentiments. 

3. Have all them questions been answered ? 

4. Please give me one of them apples. 

5. Them boys have all failed in spelling. 

Let the pupils correct these. 


Note VIII.— The Relative that may be used to represent persona 
or things. 


Observation 1. —That is generally used when its Antecedent is 
(1.) Another Pronoun. 

(2.) A Noun limited by the Adjectives all, any, same, no, every, 
or by any Adjective of the Superlative degree. 

(3.) Two or more Words denoting both persons and things. 


Examples.—1. 

2 . 

3. 

4. 

5. 


“ Who that has a proper self-respect, can chew tobacco ? ” 
“ It was not I that did it.” 

“ He that attends to his interior self, has business.” 

“ The same boy that gave the problem solved it.” 

“ All that a man hath will he give for his life.” 


ERRORS IN THE USE OF RELATIVE PRONOUNS. 

1. “ Who is she who comes clothed in robes of green ? ” 

2. “ lie is not the person who he appeared to be.” 

3. “ Was it thou or the wind who shut the door ? ” 

4. “ The Nominative expresses the name of the person or thing which acts.” 

5. “ One of the first who introduced it was Montesquieu.” 

6. “ This is the most useful art which men possess.” 

7. The commissioner has secured the men and the money which he contracted for. 

8. “ The same men who stole the horse obtained the reward offered for his return.” 

9. “Wo man whom I conversed with knew the cause of the accident.” 

Caution 10.— Do not use an Adverbial Word for an Adverbial 
Phrase whose Object is a Relative Pronoun. 

Wrong. —1. “ There is no rvle given how truth may be ascertained.” 

Corrected. —“ There is no rule given by which truth may be ascertained.” 

Wrong. —2. “ That darkness of character where we can see no heart.” 

3. “ This is the very house where he died.” 

4. “ I have been visiting the house where I was reared.” 

5. “ I do not see the means how you will do it.” 

Let the pupils correct these. 


SYNTAX OF THE PREDICATE. 


163 


Caution 11.—Give to the Pronoun such position as will clearly and 
correctly indicate its Antecedent. 

Wrong. —“ The first love is the last to leave the memory that enters the heart.” 
Corrected.— The first love that enters the heart is the last to leave the memory. 
Wrong. —1. “ The boy should bring a certificate from his former teacher, who ap¬ 
plies for admission to this school.” 

2. “ Every man contributed to the relief of the sufferers whom I met.” 
Caution 12.—In the use of Pronouns of different persons in the 
same Sentence, place the Second Person first, the Third Person second, 
and the First Person last. 

Improper. —1. “ We hope to see Jam and you this evening.” 

Corrected.— We hope to see you and Jane this evening. 

Improper. —2. “ Will you go to the concert with me and Clara ? ” 

3. “ John and you may parse that sentence.” 

4. “ I think that I and Anna and Mary are entitled to prizes.” 

5. Jack and I and father caught that squirrel. 

6. I and you ought to be polite to Jack. 

Let the pupils correct these. 

Observation 2.—The Relative that, used as the Object of a Prepo¬ 
sition, is placed before the Preposition. Whom, which , and what , are 
placed after their Prepositions. 

Examples. —1. “ I have meat to eat that ye know not off 

2. “ Withhold not good from them to whom it is due.” 

8. “ The world in which we live is not our home.” 

4. “ We could not learn for what he came.” 

Wrong.—<L We could not learn what he came for. 

This is an error which should be done away with. 

Corrected. —This is an error which should be avoided. 

SYNTAX OF THE PREDICATE. 

Q Mother held I ) 

What is the Predicate of a Sentence? [See p. 20.] 

What sort of word must be in Predicate? [See p. 20.] 

What sorts of words may be in Predicate ? [See p. 21] 

The Verb in 'Predicate. 

Note I.—The right Words . We should use that Verb in Pred¬ 
icate which will most clearly and elegantly express the sense intended. 

Wrong. —1. I expect you were out last night. 

2. Respectable fanners never lay down in the field. 

3. It is permitted to set down occasionally. 

4. While I was talking Sarah raised up to leave the hall. 

Corrected—1. I suspect yon were out last night. 

2. Respectable farmers never lie down in the field. 

3. It is permitted to sit down occasionally. 

4. While I was talking Sarah arose to leave the hall. 








164 


ENGLISH GRAMMAR—PART III. 


Note II. — The right Modifications. 1. Voice. 
Observation 1.—Taste and judgment should be exercised in decid¬ 
ing which form—Active or Passive—should be used. But, 

Observation 2.—Generally we use the Active form when the prin¬ 
cipal thought centres on the Agent. 

Examples. —“ Virtue secures happiness.” Temperance promotes health. 
Here “ virtue ” and “ temperance ” indicate the prominent thoughts. 

Observation 3.—We use the Passive form when the principal 
thought centres on the recipient of the action, or when we do not know 
or do not care to mention the agent. 

Examples. —1. “ Manhood is disgraced by the consequences of neglected 

youth.” 

2. “ The crew were saved, but the ship was lost.” 

Here “ manhood,” “ crew,” and “ ship ” are most prominent in 
thought. They are therefore made the Subjects of the Sentence. 

Note III.—When the Agent of an act is made the Subject, the 
Active Voice should be used. 

Examples. —1. Mr. Dewey has examined his class. 

2. “ The village master taught his little school.” 

Note IV.—When the recipient of the action is made the Subject, 
the Passive form should be employed. 

Examples. —1. The class has teen examined. 

2. The school was taught by Dewey. 

Observation 4.—An Active Transitive Predicate may be changed 
to the Passive Intransitive form without materially altering the sense. 

Examples. — Active ... I saw him. C 1 X saw jC him ^ 

Passive .. He was seen ( He X was seen "’*) 
by me. 

The same Proposition —Different Sentences. 

Remember —Only the Transitive Verbs have a Passive Voice—the 
Agent becoming the Object of an Adverbial Phrase. 

Note V. — Only the direct Object can properly become the Subject 
of a Passive Predicate. 

Examples. —1. The teacher gave John a long lesson. 

Wrong. —2. John was given a long lesson by the teacher. 

Correct— 3. A long lesson was given to John by the teacher. 














SYNTAX OF THE PREDICATE. 


105 


2. Use the 7'ic/ht JPode. 

Note VI.—That mode of a Verb should be used which will most 
clearly convey the sense intended. 

Indicative. 

Observation 1. —When we declare or predict an actual event, or a 
conditional event assumed as true, we properly use the Indicative Mode. 

Examples. — 1. God lives. 2. Man is mortal. 

3. If John has gone, he has gone at your request. 

Potential. 

Observation 2. —We assert desire, duty, probability, possibility, and 
volition by words in the Potential Mode. 

Examples. —1. Desire .—“ I would thou wert cold or hot.” 

2. Duty. —We should have perfect lessons. 

3. Probability .—“ I may do what I shall be sorry for.” 

4. Possibility. —You can learn this lesson easily. 

5. Volition.—“ I will be honest if I cannot be rich.” 

Subjunctive. 

Observation 3.—A Verb used to denote a conditional fact or a con¬ 
tingency should have the Subjunctive form. 

Examples. —1. " Were I Alexander, I would accept these terms.” 

2. “ So would I were I Parmenio.” 

Remember —The Subjunctive Mode is found only in Auxiliary Ad¬ 
verbial Sentences. 

Observation 4.—A Sentence is made conditional— 

1. By the Subjunctive form of the Verb, without a 

Conditional Conjunction. 

Example. — Were I a teacher I would require perfect lessons. 

2. By its being introduced by the Conjunctions if, 

though, unless, etc., when the Mode may be 
Indicative, Potential , or Subjunctive. 

EXAMPLES. 

Judicative . . 1. If the earth turns over, why do we not fall off?” 
Potential . . 2. If we would be wise, we must study. 

Subjunctive . . 3. “ If I were rich, I would build a hospital.” 


166 ENGLISH GRAMMAR — PART III. 


Imperative. 

Observation 5. —We express command , entreaty, or advice in the 
use of the Imperative Mode. 

EXAMPLES. 

Command .1. “ Make way for Liberty.” 

2. “ Charge, Chester, charge .” 

Entreaty .3. “ Give us this day our daily bread.” 

4. “ Angels, and ministers of grace, defend us.” 

Advice .5. “Avoid it, turn from it, and pass away.” 

6. Let all the ends thou aimest at be thy country’s, 
thy God’s, and Truth’s. 

Observation 6.—The form of the Imperative is often elegantly 
used for the Future Indicative. 

Examples. —1. Let us sing, for We will sing. 

2. “Let there be light,” for Light shall be. 

Observation 7.—We have certain forms of expression which are 
analogous, if not equivalent to the Imperative—having the force with¬ 
out the/orm. 

EXAMPLES. 

Indicative . . 1. “ Fall he that must, beneath his rival’s arms. 

And live the rest, secure of future harms.”— Pope. 
Potential. .2. “ Thou shalt not take the name of the Lord thy God 
in vain.” 

Observation 8.—The Infinitive Mode is not used as a Predicate 
Verb. 

TENSE. 

3. Use the right Tense. 

Remember 1. The time of an act or event is represented generally by 
the form of the Verb, and definitely by the use of Adjuncts. Hence, 

Note VII.—That form of the Verb should be used which will most 
clearly express the time intended. 

Observation 1.—A present act or a proposition which is always 
true, or which includes the past, the present, and the future, should be 
expressed in the Present Tense. 

Examples. —1. “ God moves in a mysterious way.” 

2. “ The lecturer demonstrated that the earth is round.” 

3. “ Did he say that the moon revolves from east to west ? ” 




SYNTAX OF THE PREDICATE. 


167 


Observation 2.—An act or event in a time absolutely past, is best 
expressed in the Past form of the Verb. 

Examples. —1. “ Time slept on flowers, and lent his glass to Hope.” 

2. Grant commanded the army of the James. 

Observation 8.—An act or event in a period of past time reaching 
to the Present, is best expressed in the Prior Present form. 

Examples. —1. “ I have never seen the righteous forsaken.” 

2. Grant has occupied the chair of state three years. 

Caution 1.—Do not use the Prior Present form in asserting an act 
absolutely and definitely past. 

Incorrect.— 1 . I have seen William yesterday. 

2. Phillips has lectured last evening on “ The Lost Arts.” 

Corrected.— 1 . I saw William yesterday. 

2. Phillips lectured last evening on “ The Lost Arts.” 

Observation 4.—An act or event predicted or promised at a future 
time, is best expressed in the Future form of the Verb. 

Examples. —1. We shall not all sleep. 

2. Will Sherman be our next President ? 

Exception. —In Adverbial Sentences used to denote time, the Present 
is often used for the Future and the Prior Future. 

Examples. —1. I shall go when the train starts —[will start.] 

2. “ Till I come, give attention to reading ”—till I shall 
come. •• 

Observation 5.—When we wish to represent an act or event as 
finished at a future time, we use the form of the Prior Future Tense. 
Example. —“ You will have learned something of astronomy before the 
next transit of Venus will occur.” 

Observation 6. —In Complex Sentences, the Tense of the Principal 
Sentence does not necessarily control the Tense of the Verb in the 
Auxiliary Sentence.* 

EXAMPLES. 

Past and Present . . 1. “I said in my haste, all men are liars.” 

Present and Future .. 2. “ Those that seek me early shall find me.” 
Future and Prior Present .. 3. You will never know how much I hare 

loved you. 

Present and Prior Past . . 4. I can not tell where I had seen him. 

* The above are the common laws for the use of the Tenses. But poets, orators, 
and speakers in animated discourse, and writers in easy colloquial style, often claim 
license to disregard these laws. 




168 


ENGLISH GRAMMAR — PART III. 


PERSON AND NUMBER. 


Kule 3.—The first Verb in Predicate should agree with its 
Subject in Person and Number. 


Observation 1. —Only tlie first word in Predicate is varied in form 
for any purpose. 

Observation 2.—A Verb varies in form only when its Subject is of 
the Second or of the Third Person Singular. 

Varied. JV’ot Yat'ied. 


First Person 


Second Person... 
Third Person ... 


1 . 1 
h. ) 


Ancient form. 


Thou lovest. 

He loveth. 

He loves . . . Modern form. 


I 


We 

Ye 

You 

They 


- love. 


Rule 2 applies only to the Second and the Third Persons Singular. 


Note VIII. — When the Subject is one Word in the Singular Num¬ 
ber, or a Phrase, or a Sentence, we give the first Verb in Predicate the 
Singular form. 


Noun . John loves his studies. 

Phrase . Teaching school is a pleasing occupation. 

Sentence . That the icorld is round is proved in many ways. 


Wrong. —1. A variety of pleasing objects charm the eye. 

2. The assembly have passed the hill. 

3. One from ten leave nine. 

4. To dispute the doctors require fortitude. 

5. When the hoys came home are not known. 

Let the pupils correct these by Note VIII. 

Note IX.—When the Subject is one Word of the Plural Number, 
we give the first Verb in Predicate the Plural form. 

Noun Slibject .1. “ The Summer days are coming.” 

Noun Collective Subject .2. The minority are attempting to rule. 

Pronoun Subject .3. We have come from the mountains. 

Wrong. —1. Was there no policemen present? 

2. The majority is not willing to pass the hill. 

3. Some never does yield. 

Corrected.— 1. Were there no policemen present ? 

2. The majority are not willing to pass the hill. 

3. Some never do yield. 











SYNTAX OF THE PREDICATE. 


169 


Note X. —When the Subject consists of two or more Words, Phrases, 
or Sentences taken together, we give the first Verb in Predicate the 
Plural form. 


Nouns .Temperance and frugality are essential virtues. 

Pronouns .When you and I were boys. 

Phrases .Chewing tobacco and smoking cigars are bad habits. 

Sentences .“ You shall ” and “ you shall not ” are undignified 

expressions. 


Wrong. —1. “ The flax and the barley was smitten.” 

2. Two and six is eight and five is thirteen. 

3. What is the latitude and longitude of Chicago ? 

4. The Mode and Tense is signified by the Verb. 

Corrected.— 1. The flax and the barley were smitten. 

Let the pupils correct the others. 

Collective Nouns—like other Nouns—require Singular or Plural 
Verbs according as they indicate unity or plurality. Those which 
always require a Plural Verb are the following : 

Gentry — mankind — nobility—people—peasantry. 

Those which may have Verbs in the Singular or Plural, according to 
the sense, are the following: 

Aristocracy — army — auditory — committee — congress — church — family — 
meeting — public — school — remnant — senate. 

Remember—The Unity or Plurality of a Collective Noun is gener¬ 
ally determined by its Adjuncts, or by the nature of its Predicate Verb. 
Examples. —1. “ The committee was appointed by the chair.” 

2. “ The committee were unanimous in sentiment.” 

3. “ The committee have never been able to agree.” 

Caution 1.—Carefully distinguish between the right use of the 
Ygy^g is and has, 

are “ have, 
was “ had. 

Wrong .—He is gone to school. I was fallen down. They are come. 
Corrected .—He has gone to school. I had fallen down. They have come'. 

Caution 2. —Never use a Verb immediately after the Auxiliary 

Verbs have, has, or had. 

Wrong—Had I ought to study Latin before I study English? 

I would not have went if you had objected. 

Corrected —Ought I to study Latin before I study English ? 

I would not have gone if you had objected. 






170 


ENGLISH GRAMMAR — PART III 


Caution 3.—Do not use the Verbs get and got unnecessarily. 

Wrong. —Have you got my book ? 

Corrected. —Have you my book ? 

Caution 4.—Do not use a Participle in place of its Verb in Pred¬ 
icate 

Wrong .—I seen you when you done that. 

Corrected .—I saw you when you did that. 

Caution 5.—Do not use the Passive form of a Predicate to assert an 
act of the Subject. 

Wrong. —I am resolved to go to college. 

Corrected.— I have resolved to go to college. 

Caution C. —Do not use the Active form of a Verb to assert an act 
done to its Subject. 

Wrong. —The grass was cutting in the meadow while the sheep were shearing in 
the barn. 

Collected. —The grass w r as being cut in the meadow w r hile the sheep were being 
sheared in the barn. 

Caution 7. —Do not insert a needless Preposition between a Tran¬ 
sitive Verb and its proper Object. 

Wrong— 1. “ Transitive Verbs do not admit of Prepositions after them.” 

2. “ We had just entered into the tent as the lion roared.” 

Corrected. —1. Transitive Verbs do not admit Prepositions after them. 

2. We had just entered the tent as the lion roared. 

Caution 8. —Do not use the Past Tense to assert a present act or 
event. 

Wrong. —1. The preacher declared that God was love. 

2. The teacher said that clouds were vapor. 

Corrected. —1. The preacher declared that God is love. 

2. The teacher said that clouds are vapor. 

Caution 9.—Do not use the Indicative form of the Verb to assert a 
possible contingency. 

Wrong.—If father was at home I might go. 

Corrected. —If father were at home. 

Caution 10.—Do not use the Subjunctive form of a Verb to assert 
a fact—real or assumed—as true. 

Wrong.— “ If he have washed the saints' feet.” 

Corrected.— If he has washed the saints' feet. 

Caution 11.—Do not use the same Verb as Predicate of Subjects 
differing in Person, if the Verb varies its form to denote the Person. 

Wrong.— 1 The doctor or I are wrong. 

•< The doctor or I am wrong. 

( The doctor or I is wrong, 

Corrected.— The doctor is wrong or I am. 


SYNTAX OF THE PREDICATE. 


171 


Caution 12.—Do not change the form of a Verb to agree in Person 
and Number with any Adjuncts of the Subject. 

Wrong .— The teacher with all her pupils were at the lecture. 

Corrected .— j The teacher with all her pupils was at the lecture. 


or, ( The teacher and all her pupils were at the lecture. 

Let the pupils correct—by the foregoing Notes— the following 


EKKORS, 


1. “ Where are you, my boy ? Here I are." 

2. “ Such a clatter of sounds indicate rage.” 

3. “ This addition of foreign words have been made by commerce.” 

4. “ And many a steed in his stables were seen.” 

5. “ He dare not call me coward.” 

G. “ Does thou love to go to school ? ” 

7. “ I am mindful that myself is strong.” 

8. “ I refer to this that yourself hath spoken.” 

9. “ I have read w hat, thou says of our peculiarities .”—The Friend. 

10. “ When thou most sweetly sings."—Drummond. 

11. “ Thy nature, Immortality, who knowest Everest's Grammar. 

12. “ Who dare avow' himself equal to the task ? ” 

13. “ Every error I could find, have my busy muse employed.” 

14. “ They pray together much oftener than thou insinuates." 

15. “ Simply to give alms to the poor, do not constitute the sum of Christian duty.” 

16. “ How the boys all escaped from drowning were a wonder to us all.” 

17. u Variety of numbers still belong 

■ To the soft melody of ode or song.” 

18. “ Julia is always chose first.” “ Chose ” is improper—why ? 

19. “Ainsworth has spoke twice and has wrote once.” 

20. “ The best apple was gave to Anna.” 

21. “ You ought not to have broke that chair.” 

22. “ I had rather have did it myself.” 

23. “ I have ate all I wish. “ Ate ” is improper—why ? 

24. “ Gold has fell ten cents in ten days.” 

25. “ I have never sang in Church since.” 

PREDICATE NOUNS AND PRONOUNS. 

When are Nouns and Pronouns in Predicate ? [See p. 76.] 

Rule 4.—Nouns and Pronouns used in Predicate with 
Verbs and Participles are in the 'Predicative Case . 

Norm .—Pronouns in Predicate may have the form of the Subject¬ 
ive, the Objective, or the Possessive. 

Examples.— 1. It was she. 2. I thought it to be him. 

3. “ All mine are thine and thine are mine.” 

position .—Nouns and Pronouns in Predicate are commonly placed 
after the Verb or Participle. 

Examples.— 1. “ He was my friend.” 

2. Ye are the things that shine. 


172 ENGLISH GRAMMAR —PART III. 


EXERCISES 
He was my friend. 
ie X ~~ was friend 

C m y_ ) 

Analyzed. 

The Subject .“ He,”.a Pronoun. 

The Predicate . ... M Was friend,” ... a Verb and a Noun. 
Adjunct .“ My,”.an Adjective. 

'Parsed. 

“ He ”.is an Element in the Sentence—Principal Element— 

Subfeet — W ord — Pronoun — Personal — Th ird 
Person—Singular Number —Subjective Case. 

Rule.— “ The Subject of a Sentence is in the Subjective 
Case.” 

“ Was friend”... is an Element in the Sentence—Principal Element— 
Predicate —Verb and Noun—of which— 

“ Was ”.is a Verb—Copulative—Indicative Mode—Past Tense 

—agreeing with its Subject “ he ” in the Third 
Person—Singular. N umber. 

Rule.— “ The first Verb in Predicate must agree with its 
Subject in Person and Number.” 

“ Friend ”.is a Noun—Common—Third Person—Singular Num¬ 

ber —Predicative Case. 

Rule.— “ Nouns and Pronouns used in Predicate with Verbs 
and Participles are in the Predicative Case.” 

SYNTAX OF THE OBJECT. 

^ Mother held X child ) 

What is the Object of a Sentence f [See p. 23.] 

What words may we use as Objects ? [See p. 23.] 

1. The right Word. 

Observation 1.—Any Noun of any Gender, Person, or Number, may 
be the Object of a Sentence or of a Phrase. 

2. —Any Pronoun except I, thou, he, she, ive, ye, 

they and who, may be used as the Object of a 
Sentence or of a Phrase. 

3. —Phrases and Sentences may be Objects of other 

Sentences or Phrases. [See “ Exercises ” below.] 


( 




















SYNTAX OF THE OBJECT. 


173 


2. The right Modification. 

Tlie only modification of Nouns and Pronouns peculiar to the Object 
is that of Case. 

Kule 5.—The object of an action or of a relation is in the 
Objective Case. 

Observation 1 — Action is expressed by Verbs and by Participles. 
Relation is expressed by Prepositions. 


JVoun—Proper .Did you see Alexis when he came to 

America ? 

Common .Charles caught a squirrel in his trap. 

Collective .He called a convention of the people. 

Abstract .Can one obtain happiness through wicked¬ 

ness ? 

Verbal .The congregation enjoy the singing better 

than the preaching. 

Pronoun—Personal .The teacher invited me to go with her. 

Relative .All whom he sees obey him. 

Interrogative . . Whom seekest thou ? 

Adjective .What benefits some is injurious to others. 


3. The right 'Position. 

1. John assisted William. 

What is the Object of this Sentence ? 

Why do you call “ William ” the Object f 

2. William assisted John. 

What is the Object of this Sentence ? 

Why do you call “ John ” the Object ? 

Remember—The Object of a Sentence is usually placed after the 
Predicate. The Object of a Phrase is placed after the Leader. 

Examples. —1. “ Virtue secures happiness.” 

2. “ The king of shadows loves a shining mark” 

Exception 1.—By the poets, and for rhetorical effect, the Object is 
often placed before the Predicate 

Examples. —1. “Him, from my childhood, I have known.” 

2. “ New ills that latter stage await.” 










174 ENGLISH GRAMMAR — PART III. 

Exception 2 .— A Relative or Conjunctive Pronoun, being the Object 
of a Sentence, is placed before its Predicate. 

Examples. —1. “ Mount the horse which I have chosen for you.” 

2. “ We serve a Monarch whom we LOVE— 

A God whom we adore.” 

Caution 1.—Do not use the Pronouns J, thou, he, she, we, ye, 
they and who, as Objects of Sentences or of Phrases. 

Wrong — 1. “ Will you let I and John go skating ? ” 

Corrected. —1. Will you let John and me go skating? ” 

Wrong. —2. Some one saw he and she at the lecture. 

3. He who led others astray, you should correct first. 

4. “ Enemies of the race 1 I hate ye." 

5. Who did you give that orange to ? 

6. I did not leara who Balkam married. 

7. Robert promised you and I a ride on the lake. 

8. “ I do not remember who else we met.” 

Let the pupils correct these. 

EXERCISES IK ANALYSIS AND PARSING. 

1. Master taught school. 

“ Master ”.is an Element in the Sentence—Principal Element— 

Subject —Word—Noun— Common—Third Person 
—Singular Number— Subj’ective Case. 

Rule.—“ The Subject of a Sentence is in the Subjective 
Case.” 

“ Taught ”.is an Element in the Sentence—Principal Element— 

'Predicate —Verb — Irregular— Indicative Mode 
—Past Tense—agreeing with its Subject “ Master ” 
in the Third Person—Singular Number. 

Rule.—■“ The first Verb in Predicate must agree with its 
Subject in Person and Number.” 

“ School ”.i3 an Element in the Sentence—Principal Element— 

Obj'ect —Word — Noun—Common—Third Person 
—Singular Number —Objective Case . 

Rule.—“ The Object of an action or of a relation is in the 
Objective Case.” 





SYNTAX OF THE OBJECT. 


175 


2. They carried the child home. 


They 


X 


Til 


homo 

XHJ 


child 

) ( the ) 


3 


'Parsed. 

" Home ”.is an Element in the Phrase [“ to his home ’^—Sub¬ 

sequent —VYord—Noun—Common—Third Person 
—Singular Number —Objective Case. 

Rule .—■“ The Object of an action or of a relation is in the 
Objective Case.” 


3. “ I doubted his having been a soldiery 
I doubte d J having been a soldier) 

\/l bia 'i I' J 


'Parsed. 

“ His having been a soldier ”.. is an Element in the Sentence—Princi¬ 
pal Element—Object—Phrase [p. 47]— 
Substantive [p. 52]—Participial [p. 58] 
—Objective Case. 

Rule .—“ The Object of an action or of a relation is in the 
Objective Case.” 


4. We thought her charms could never fade. 



Parsed. 

“ Her charms could never fade”.. is an Element in the Sentence—Prin¬ 
cipal Element — Obj ect—Sentence 
—Intransitive—Simple—Objective 
Case. 

Rule.—“ The Object of an action or of a relation is in the 
Objective Case.” 

Other Sentences for analysis and parsing may be found on pages 22 
and 28. 
































176 


ENGLISH GRAMMAR — PART III , 


SYNTAX OF ADJECTIVES. 

What is an Adjective ? [See p. 125.] 

What different sorts of Adjectives ? [See p. 126.] 

Rule 6. —Adjectives belong to Nouns and Pronouns which 
they describe. 

1. The right 7fords. 

Remember —Any Word, Phrase, or Sentence that can specify, qualify, 
or in any manner limit the meaning of a Noun or of a Pronoun may be 
used as an Adjective Element. 

2. The right Modifications. 

The principal modification of Adjectives is that of Comparison. 
[See p. 131.] 

Note I.—Care should be exercised in the choice of appropriate words 
to indicate Comparison. 

1. Things equal should be compared by as—as 

John is as tall as James. 

2. Things unequal should be compared by— 

( Positive) not so — as .John is not so tall as William. 

{Comparative) er — than .William is taller than John. 

{Superlative) est — of .Charles is the tailed of all the boys. 

Caution 1.—Do not attempt to compare things that cannot differ in 

the qualities named. 

Wrong. —John’s hoop is rounder than mine. 

Corrected. —John’s hoop is more nearly round than mine. 

Caution 2.—Things compared should be similar in their nature and 
construction. Do not attempt to compare one Substantive with an 
Adjunct of another. 

Wrong— 1. The ears of a mule are longer than a horse. 

2. The capital of Massachusetts is as large as Ohio. 

Corrected.— 1. The ears of a mule are longer than the ears of a horse—than those 
of a horse. 

2. The capital of Massachusetts is as large as that of Ohio. 

Specifying Adjectives . [Seep. 129.] 

Note II.—Specifying Adjectives should be so used as clearly to sig¬ 
nify the real intention of the speaker or writer. 





SYNTAX OF ADJECTIVES. 


177 


Remember —We use the Adjective the —sometimes called an “Ar¬ 
ticle ”— 

1. To identify or to mark individuality. 

“ Thou art the man .” 

2. To change the use of an Adjective to that of a Substantive. 

“ The poor benefit the rich.” 

3. To show a relation of different comparisons. 

“ The more I see it the better I like it.” 

Hence, 

Caution 3.—Do not omit the appropriate Specifying Adjectives be¬ 
fore Nouns that should be restricted to a particular thing or class. 
Wrong. —Honest man is noblest work of God. 

Corrected.—An bonest man is the noblest work of God. 

Caution 4. —Do not use a Specifying Adjective with Nouns taken in 
a general sense. 

Wrong. —1. The proper study of mankind is the man. 

2. The ardent spirits are injurious to the health. 

Corrected. —1. The proper study of mankind is man. 

2. Ardent spirits are injurious to health. 

Caution 5.—We should repeat the Adjective the before other Ad¬ 
jectives belonging to different Nouns—specially if the Nouns are sup¬ 
pressed. 

Correct. —1. We have sold the black, the bay, and the white horse. 

Wrong. —1. We have sold the black, bay, and white horse. 

2. The long and short sound of o is found in ddnor. 

3. The north and south lines of this farm run exactly east and west. 

4. The Past and Present Tense of “ read ” do not differ in form. 

Caution 6.—We should not repeat a Specifying Adjective before 
different Qualifying Adjectives used to qualify the same person or 
thing. 

Wrong. —The north and the south lines on the map are called meridians. 
Corrected. —The north and south lines on the map are called meridians. 

Numeral Adjectives. [See p. 130.] 

Note III.—The Numeral Adjective should agree with its Noun in 
Number. 

Correct.— 1. I have not seen Ernest this three weeks. 

Wrong. —1. I have not seen Ernest these three weeks. 

2. This room is twenty foot wide. 


178 ENGLISH GRAMMAR — PART III. 


'Possessive Adjectives. [See p. 131.] 

What are Possessive Adjectives ? [See p. 131.] 

From what are they derived ? [See p. 132.] 

Note IV.—Nouns and Pronouns having the Possessive form are 
used Adjectively. 

Caution.— In the use of Possessive Adjectives derived from Nouns 
we should not omit the sign of the Possessive. [See p. 78.] 

Wrong— 1. I heard of John going to the Falls. [Who went to the Falls—John 
or I?] 

Corrected— 1. I heard of John’s going to the Falls. 

Wrong.— 2. “ Other duties prevent me staying longer now.” 

3. A fair wind is the cause of a vessel sailing. 

4. There is no doubt of you being elected. 

Observation. —When two or more Possessive Adjectives belong to 
the same Noun, the Apostrophe and s [’s] should be attached only to 
the last. But if they belong to different Nouns the sign of the Possess¬ 
ive should be attached to each. 

Correct .—The three men were George’s, James’, and Frank’s fathers. 

Wrong .—Heroes and heroines’ shouts confusedly rise. 

Corrected— Heroes’ and heroines’ shouts confusedly rise. 

Observation. —Adjectives derived from Nouns may be limited by 
other Adjectives. 

Correct.— Iron—an iron plow—a cast-iron plow. 

Correct. —Boy—He saw that boy—he saw that boy’s father. 


Verbal Adjectives. [See p. 132.] 

What are Verbal Adjectives f [See p. 132.] 

From what are they denved f 
What is a Participle ? [See p. 102.] 

Note V.—A Participle used as an Adjective belongs to a Noun or to 
a Pronoun which it describes; and may be modified by Adverbs. 

Examples. —1. “ Whose visages 

Do cream and mantle like a standing pond.” 

2. “ Scaling yonder peaky I saw an eagle 
Wheeling near its brow.” 


SYNTAX OF ADJECTIVES. 


179 


Note VI.—A Participle used to introduce a Participial Phrase lias 
the same construction as the Phrase which it introduces. 

1. ■“ Suspecting the treachery of our guide, we made preparations 
for defending ourselves from any hostile attacks.” 


( we made 

[ suspectingVTreachery 

(thej^ ofj guide ) 


^preparations) 

W[ 


Here “suspecting” and “defending” are Participles, each used to 
introduce a Participial Phrase ; hut 


“Suspecting the treachery of 
our guide ” shows a condition of 
“ we.” Hence, an Adjective 
Phrase. 

“ Suspecting ” describes “ we,” 
by expressing, incidentally, an 
act of “ we.” Hence, a Verbal 
Adjective. 


“ Defending ourselves ” is a 
Participial Phrase—Object of the 
Preposition “ for.” Hence, a Sub¬ 
stantive Phrase. 

“Defending” is the name of 
an act, Object of the Preposi¬ 
tion “ for.” Hence, a Verbal 
Noun. 


2. “ Suspicious of the treachery 
for defence. 

“ Suspicious ” describes “ we,” 
by expressing a condition or state 
of “ we.” Hence, an Adjective. 


of our guides, we made preparations 

“Defence” is a name —Object 
of the Preposition “ for.” Hence, 
a Noun. 


Adjectives in 'Predicate . [See p. 133.] 

Note VII.—An Adjective, like a Participle, may be used in Predicate 
with a Verb, when the Verb requires its aid to make the assertion. 
Examples. —1. “ His palsied hand waxed strong .” 

2. “ Canst thou grow sad as earth grows bright ? ” 

3. Vanity often renders man contemptible. 

Observation 1.—Participles, like Verbs, sometimes require the use 
of Adjectives to complete the sense. Adjectives thus used are said to 
be “ in Predicate.” 

Examples. —1. “ The desire of being happy reigns in all hearts.” 

( desire reigns ^ 

iTheJIofjt | in j hearts ) 

^ l being happy )j V — J j- a]} ) —' 


2. Her highest happiness consists in making others happy. 
































180 


ENGLISH GRAMMAR — PART III . 


Observation 2.—Adjectives may be in Predicate— 

1. With Transitive Verbs—Active Voice. 

Examples. — 1. “ They’ll make me mad, they’ll make me mad” 

( They ^ will , make t mad me ) 

2. “ The study of science tends to make us devout.” 


2. With Passive Verbs. 

Example. —“ He was made wretched by his own folly.” 


He 


X 


was made wretched 

I 




folly ) 

( his X own j 


3. With Neuter and other Intransitive Verbs. 

Examples. —1. “ How dear to my heart are the scenes of my childhood.” 

2. “ Be not therefore grieved nor angry with yourselves.” 


Caution. —Do not give to an Adjective in Predicate the Adverbial 
form. 

Incorrect. —1. William feels badly to-night. 2. I feel sadly. 

3. How beautifully it looks 1 4. It appears strangely to me. 

Corrected. —1. William feels bad to-night. 2. I feel sad. 

3. How beautiful it looks ! 4. It appears strange to me. 

Remember —It will be noticed that the Adjective in Predicate does 
not modify the Verb. It describes the Subject—and sometimes the 
Object—with the aid of the Verb. 


SYNTAX OF ADVERBS. 

What is an Adverb f [See p. 134.] 

Rule 7. —Adverbs belong to Verbs, to Adjectives, and to 
other Adverbs which they modify. 

Observation 1. —An Adverb may consist of a Word, a Phrase, or a 
Sentence. 

EXAMPLES. 

Word. —1. I shall go soon. 

“ Soon ” modifies “ shall go ”—tells when. 

Phrase. —2. I shall go in a short time. 

“ In a short time ” modifies “ shall go.” 

Sentence. —3. I shall go ere day departs. 

“ Ere day departs ” modifies “ shall go.” 


exx 

shall go ^ 

t soon ) 

( 1 X shall go ) 


H time 


(aj (short) 

C I Y shall go ) 


( day ^ departs ) 
































SYNTAX OF ADVERBS. 


181 


Observation 2. —An Adverb may modify a Word, a Phrase, or a 
Sentence. 


EXAMPLES. 

1. William studies diligently. 
“Diligently” modifies a Word. 

2. Arthur went almost to Boston. 

“ Almost ” modifies the Phrase to Boston. 

3. “ Not AS THE CONQUEROR COMES, 

They, the true-hearted, came.” 

“ Not ” modifies the whole Sentence “ as the 
conqueror comes.” 


( Wiliam 

studies } 

(^diligently j 

( Arthur ^ 

went ) 

( They ] 

Boston} 

almost} 

(* cama } 

( true-hearted ) X f as )'\ v 

L the ' V 'N 


/"^conqueror) 


Note I.— Use the right Word. 

Words used as Adverbs are generally restricted to their peculiar 
office. But 

An y Word, 'Phrase, or Sentence that can properly modify the 
meaning of a Verb, of a Participle, of an Adjective, or of an Adverb, 
may be used as an Adverb. 

Caution.—D o not use an Adjective Word for an Adverbial Word. 


Wrong— 1. That hoy does not hear good. 

Corrected—1. That hoy does not hear well. 

Wrong—% I shall go to school whether you do or no. 

3. I have not seen such a good hoy in school. 


But when an Adjective supplies the place of an Adverb, by represen¬ 
tation, the Adjective form should be retained. 


examples. 

1. The house was painted green. 

2. Open thy mouth wide. 


( house 

C the ) 


} (*as t painted) 



Expanded. —1. The house was painted with green paint. 

2. Open thy mouth to a wide extent. 

“ Green” and “ wide” are Adverbs by representation. 


Caution.—B e careful in the use of the words not and no—never 
and ever. 

Wrong. —1. I care not whether you go or no. 

2. It rarely or ever snows in Galveston. _ 

Corrected— 1. I care not whether you go or not. 

2. It rarely or never snows in Galveston. 




























182 


ENGLISH GRAMMAR — PART III. 


Caution. —Do not use two Negatives to assert a Negative Propo¬ 
sition. 

Wrong. —“ I cannot think of no part of my lesson.” 

Corrected—l cannot think of any part of my lesson. 

Caution. —Do not use an Adverb in Predicate with a Verb to assert 
a quality of its Subject. 

Wrong.—John feels badly while William feels gladly. 

Corrected.— John feels bad while William feels glad. 

Caution.—D o not use an Adverb to express quality or condition. 

Wrong. —“ The roll of copy arrived safely.” 

Corrected —The roll of copy arrived safe. 

Note II. — Give Adverbs their proper 'Position. 

The Position of Adverbs should be such as most clearly to convey 
the sense intended. 

Example. —“ Man naturally seeks his own happiness.” 

Generally—not always—an Adverb is properly placed before a Word, 
a Phrase, or a Sentence which it modifies. 


Words . Never do what you can not advise others to do. 

Phrase .They died not by hunger. 

Sentence .They came not as the conqueror comes. 


Observation 2. —When the Predicate consists of more than one 
word, the Adverb is commonly placed after the first word in Predicate. 

Example.— “ We can not honor our country with too deep a reverence.” 

Caution. —Avoid the very common error of misplacing the word 

only. 

Wrong —Some people only work for pleasure 

(Do people never play for pleasure ?) 

Corrected —Some people work only for pleasure. 

THE INFINITIVE VERB. 

What is an Infinitive Verb ? [See p. 94.] 

Rule 8.—A Verb in the Infinitive Mode is the Object of 
the Preposition to, expressed or understood. 

Remember—A Verb in the Infinitive Mode is commonly used as a 
Subsequent of an Infinitive Phrase. Hence, it is an Element, not in a 
Sentence, but in a Phrase. 





SYNTAX OF PREPOSITIONS. 


183 


Observation 1.—In its office, the Infinitive Verb is always Sub¬ 
stantive, generally expressing the name of an act, being, or state. 

EXAMPLES. [ We V 

ire prepared) 

We are prepared to act. 

[to act ) 

f We Yf 

ire prepared) 

Equivalent .—We are prepared for action. 

[ for Rction) 


Note I.—The Preposition to is generally suppressed before Infin¬ 
itive Verbs following the Verbs bid, but, dare, feel, hear, let, make, need, 
see, and sometimes behold, have, help, know, observe, perceive, and some 
others. 

Examples. —1. “ I plunged in and bade him follow.” 

2. “ He dares not touch a hair of Catiline.” 

3. “ Let me hear thy voice awake.” 

4. “ Clara helped me work that problem.” 

5. “ I cannot but suspect that she assisted Cora too.” 

6. “ I would not have you go to day.” 

7. “ Necessity commands me name myself.” 

Caution. —Ho not use the Conjunction and in place of the Preposi¬ 
tion to before the Infinitive. 

Wrong— Will you try and assist me to-day? 

Corrected.—W\W you try to assist me to-day? 


PREPOSITIONS. 


Rule 9.—A Preposition shows a relation of its Object to 
the word which its Phrase qualifies. 

Observation 1.—The Object of a Preposition may be 


1. A Word. 

“ The time of my departure 
is at hand.” 

2. A Phrase . 

“ A habit of moving quickly 
is another way of gain¬ 
ing time.” 

3. A Sentence. 

“ And cries of ‘Live forever ’ 
struck the skies.” 



( habit ) (j3 


way 






3 


time J 

V (quickly 


cries X struck skies ) 

i° f }rxn rweH Ci^i) 















































184 


ENGLISH GRAMMAR — PART III. 


Use the right Word. 

Observation 2 .—Tlie particular Preposition proper to introduce a 
given Plirase depends— 

1. Usually on the word which the Phrase is to qualify. 

2. Sometimes on the Object of the Phrase. 


Accommodate to. 
Accord with. 
Accuse of. 
Acquainted with. 
Ask of a person. 

“ for a thing. 
Bestow upon. 
Boast of. 

Concur with, in. 
Differ from. 


EXAMPLES. 

Die by violence. 

“ of a disease. 
Diminish from. 
Dissent from. 
Insist upon. 

Made of a thing. 

“ by a person. 
“ in a place. 
Abhorrence of. 
Agreeable to. 


Compliance with. 
Conformable to. 
Difficulty in, with. 
Eager in, for. 
Need of. 

True to. 

Value upon, of. 
Worthy of. 


'Prepositions suppressed. 

Observation 3. —Custom renders it proper, and elegant to omit 
Prepositions when the relation of Antecedent and Consequent is obvi¬ 
ous without them. But in parsing the Sentence the Preposition should 
be restored. 


Observation 4. —Prepositions should generally be omitted before 
Subsequents denoting time, value, direction, extent, or before Subse- 
quents placed between Transitive Verbs and their Objects. 


Examples.—1. I visited Rochester three times last week; — at three 
times, in last week. 

2. I paid him one dollar for his knife :— with one dollar. 

3. William came home last night, having rode night and 

day the whole distance :— to his home, on last night — 
during night and day—throughout the whole distance. 

4. “ The wall is four feet high, and forty rods long: ”— 

high to the extent of four feet— long to the distance 
of forty rods. 

5. Mary gave [ ] me a rose Mary gave a rose to me. 

6. I sold [ ] Mr. Shepard my wheat:—sold wheat to 

Shepard. 


7. William has gone from home to-day—he will 
[ ] home to-morrow —to his home. 


come 


SYNTAX OF CONJUNCTIONS. 


185 


CONJUNCTIONS. 

Rule 10.—Conjunctions connect Elements similar in con¬ 
struction. 

Remember 1. Adverbial Sentences are introduced by Adverbial Con¬ 
junctions. [See p. 146.] 

« Where Wealth and Freedom reign Contentment fails.” 

“ As ye journey sweetly sing.” 

Remember 2. Adjective Sentences are introduced by Conjunctive Pro¬ 
nouns [see p. 89], or by Possessive Adjectives derived from Pronouns. 

“ The boy who called eat the grapes which I gave him.” 

The man whose heart is right will be happy. 

Exception. —The Conjunction when may introduce an Adjective 
Sentence that limits a Noun indicating time. 

Example.— Do you remember the time when Lee surrendered to Grant ? 

Exception.— The Conjunction where may introduce an Adjective 
Sentence that limits a Noun indicating place. 

Example. —Is there some favored spot where mortals weep no more ? 

Caution. —Do not use the words where and when for the Phrase in 
which. 

Incorrect.— 4 A limited monarchy is a government where the powers and duties of 
the monarch are limited hy a constitution.” 

Corrected :—A limited monarchy is a government in which the powers and duties 
of the monarch are limited hy a constitution. 

Caution— Do not use the Adverb “how,” instead of the Conjunction 
“ that.” 

Wrong.—“ She tells me how. with eager speed, 

He flew to hear my vocal reed.”— Shenstone. 

Observation 2. —Many Conjunctions correspond to Adverbs, to Pre¬ 
positions, and to other Conjunctions. 


Either.or.“ Either you mistake, or I was misinformed.” 

Neither .... nor.“ Neither Alice nor Caroline has been here.” 

Whether ... or."I care not whether you go or stay.” 

So.that..“He called so loud that all the hollow deep.” 

Such.that.“ My engagements are such that I cannot go.” 

Not only ... but also . . . “ She was not only vain, but also ignorant.” 


Independent Words 9 Appellatives, Uxclama- 
tions, and Words of Uuphony have no dependent con¬ 
struction. Hence they have no. Syntax. 










05 Or 


186 


ENGLISH GRAMMAR — PART III. 


EXERCISES IK ANALYSIS AND PAUSING.* 



THE GRECIAN YOUTH. 


1 A | Grecian | youth | of talents rare, | 

a || Whom Plato’s philosophic care 

Had formed for Virtue’s nobler view 
By precept and example too, || 

Would often boast his matchless skill. 

To curb the steed and guide the wheel. 

(2 a) And as he passed the gazing throng, 

With graceful ease, and smacked the thong, 

(2 b) The idiot wonder they expressed 

Was praise and transport to his breast. 

8 At length, quite vain, he needs would show 

a His master what his art could do ; 

4 He bade his slaves the chariot lead 

To Academus’ sacred shade. 

The trembling grove confessed its fright; 

The wood-nymphs started at the sight; 

The muses drop the learned lyre, 

And to their inmost shades -retire. 

8 9 Howe’er, the youth, with forward air, 

Bows to the sage, and mounts the car: 


* For Models of Analysis and Parsing, see pp. 40, 50-1, and 151-4. 

For convenience in Analysis, the Principal Sentences are indicated by figures— 
the Auxiliary Sentences, by letters. 








EXERCISES IN ANALYSIS AND PARSING. 187 


10 The lash resounds, the coursers spring, 

11 The chariot marks the rolling ring; 

And gathering crowds, with eager eyes, 

(12 a) And shouts, pursue him as he flies. 

Triumphant to the goal returned, 

13 With nobler thirst his bosom burned ; 

And now along the indented plain 

14 The self-same track he marks again,- 
Pursu6s with care the nice design, 

Nor ever deviates from the line. 

15 Amazement seized the circling crowd; 

16 The youth with emulation glowed ; 

17 Even bearded sages hailed the boy, 

18 And all but Plato gazed with joy. 

19 For he, deep-judging sage, beheld 
With pain the triumphs, of the field ; 

(20 a) And when the charioteer drew nigh, 

And flushed with hope had caught his eye, 

20 “ Alas ! unhappy youth,” he cried, 

“ Expect no praise from me,” and sighed. 

21 “ With indignation I survey 

Such skill and j udgment thrown away; 

22 The time profusely squandered there 
On vulgar arts beneath thy care, 

a If well employed, at less expense. 

Had brought thee honor, virtue, sense, 

And raised thee from a coachman’s fate. 

To govern men, and guide the state.” 


In colleges and halls in ancient days, 
a When learning, virtue, piety, and truth, 

Were precious, and inculcated with care, 

1 There dwelt a sage call’d Discipline. His head, 

2 Not yet by time completely silvered o’er, 
Bespoke him past the bounds of freakish youth, 
But strong for service still and unimpair d. 

3 His eye was meek and gentle ; and a smile 

4 Play’d on his lips ; and, in his speech, was heard 

5 Paternal sweetness, dignity and love. 

6 The occupation, dearest to his heart. 

Was to encourage goodness. 



188 ENGLISH GRAMMAR — PART III. 


COMPOSITION. 

1. Composition—as the word implies—is the art of placing 
together words so as to communicate ideas. 

2. In Prose Composition, Words and Phrases are arranged 
with a primary reference to the sense. 

3. In Verse, the Sound and Measure of Words and Syllables 
determine their position. 

4. Prose Compositions may be— 

Narrative, Descriptive, Didactic, Historical, Biographical. 

5. Yerse is used in Poetry. The different kinds of Poetry 
are— 

Lyric, Dramatic, Charade, Ballad, Sonnet, Pastoral, 

Epic, Didactic, Epigram, Epitaph, Elegiac, Madrigal. 

PUNCTUATION. 


Remember —The sense of a Sentence is often modified or changed by 


MAKKS OF PUNCTUATION. 


They are— 

The Comma . . 
The Semicolon 
The Colon . . . 


The Period. 

The Interrogation ... ? 
The Exclamation.... ! 
The Dash.— 


The Comma should be used— 

1. Between the parts of a Complex Sentence when the Adjunct Sen¬ 
tence precedes the Principal Sentence. 

Correct.— 1. “ Where wealth and freedom reign , contentment fails.” 

2 . “If thine enemy hunger , feed him; if he thirst , give him drink.” 
Incorrect.— 3. “ When the cock crew he wept.” 

4. “As ye journey sweetly sing.” 

2. After Words, Phrases, and Sentences thrown in between the parts 
of a Principal Sentence. 

Correct. —“ Go, then, where, wrapt in fear and gloom, 

Fond hearts and true are sighing.” 

Wrong.— “ Now therefore I pray the let thy servant abide.” 

3. After words used in direct address— Appellatives. 

Correct.— “ Ye crags and peaks, I am with you once again.” 

Wrong.— “ Samuel raise thy buried head.” 








P UNCTUA TI 0 N, 


189 


4. After an Independent Phrase. 

Correct “ The cars having left, we chartered a coach.” 

Wrong. —“ Captain Jones, having gone to sea his wife, desires the prayers of the 
congregation for his safe return.” 

5. After a succession of Words or Phrases of similar construction. 

Correct. —Veracity, justice, temperance and charity are virtues. 

Wrong. —Fame wisdom love and power were mine. 

The Semicolo?i should be used— 

At the close of a Sentence which, by its terms, promises an additional 
Sentence. 

Correct. —“ It thunders, but I tremble not; 

My trust is firm in God.” 

Wrong. —Wisdom is better than rubies 
It cannot be gotten for gold. 

, The Colon is used at the close of a Sentence, when another 
Sentence is added as a direct illustration or inference. 

Correct. —“ Let me give you a piece of good counsel, my cousin: follow my laud¬ 
able example: write when you can: take Time’s forelock in one hand and a pen in 
the other, and so make sure of your opportunity.” 

Incorrect. —■“ The wicked flee, when no man pursueth but the righteous, are bold 
as a lion.” 

The 'Period is used at the close of a complete or inde¬ 
pendent proposition. 

Observation. —The Period is also used after initial letters and ab-‘ 
breviations. 

Correct. —J. Q. Adams, LL. D., M. C. 

Incorrect. — A S Barnes & Co 51 John St N Y. 

The fDash is used to indicate— 

1. An abrupt transition. 2. An unfinished sentence. 

3. A succession of particulars. 

The mark of Pxclcmialion is used after a Word, Phrase, 
or Sentence whose prominent office is to express sudden or 
intense emotion. 

Correct— 1. “Hark! a strange sound affrights mine ear.” 

2. “ To arms!—they come!—the Greek! the Greek 1 ” 

Incorrect.— 3. “ O my coevals, remnants of yourselves.” 

4. “ Poor human ruins tottering o’er the grave.” 


190 


ENGLISH GRAMMAR—PART III. 


The mark of Interrogation is used after a Word, Phrase, 
or Sentence by which a question is asked. 

Correct 1. “ Why is my sleep disquieted ? ” 

2. Who is he that calls the dead ? 

Incorrect.— 3. “ Is it for thee the lark ascends and sings.” 

4. “ What pleasing study cheats the tedious day.” 

Remember —When the Interrogation or Exclamation is used, the 
Comma, Semicolon, Colon, or Period is omitted. 


GRAMMATICAL AND RHETORICAL SIGNS. 


Observation. —The signs used in writing are— 


1. The Apostrophe 

2. The Quotation . 

3. The Hyphen.. . 

4. The Bracket. . . 

5. The Parenthesis 

6. References 

7. The Brace. 


« yy 


[ ] 
( ) 
* t 


1 


( Rising. 

8. Inflections -j Falling.,.. . 

( Circumflex. . 

9. Measures -I k° n £. 

10. Caret. 

11. Dieresis. 

12. Index. 

13. Section. 

14. The Paragraph. 


A 


A 

§ 

a 


The Apostrophe (’) is used to indicate the omission of a 
letter, and to change a Noun into a Possessive Specifying 
Adjective. 

Examples. —1. ’Tis the last rose of Summer. 

2. “ How lightly mounts the Muse’s wing.” 

The Quotation (“ ”) is used to inclose words taken from 
some other author or book. 

Example. —“ Southey, among all our living poets,” says Professor 
Wilson, “ stands aloof and ‘ alone in his glory.’ ” 

Remember —A Quotation quoted is indicated by single marks. 
Example. —(See the latter part of the last Example.) 

The Jlyp/ien (-) is used between two elements of a com¬ 
pound word. 

Examples. —Money-market—ink-stand—black-board. 

Rememiber —It is also used at the end of a line, when the word is not 
finished. (See this Remember.) 


















P UNCTUA TION. 


191 


The bracket [ ] is used to inclose a letter or mark given 
as an explanatory example, or a Word, Phrase, or Sentence 
thrown in by a reviewer, and not a part of the original sen¬ 
tence. 

Example. —“ Mr. Secor found means to have Mr. Butler recommended 
to liim [Lord Talbot] for his chaplain.” 


The 'Pa?'e?ilhcsis ( ) is used to inclose a Phrase or Sen¬ 
tence explanatory of, or incidental to, the main Sentence. 

Example. —“ Come, my Ambition ! let us mount together, 

(To mount Lorenzo never can refuse,) 

And from the clouds where pride delights to dwell. 
Look down on earth.” 

Remember —Modern writers often use the Dash for the same purpose. 

Example. —“ The monotony of a calm—for the trade-wind had already 
failed us—was agreeably relieved yesterday by the 
neighborhood of two ships, etc.”— Malcolm. 

2Zefere?ices (* f % §) direct attention to notes at the 
margin or the bottom of the page. 

Remember —The letters of the Latin or Greek alphabets, and some¬ 
times figures, are used for the same purpose. 


The !Brace ( j- ) is used to include many species in one 
class. 


i Qualifying, 
Specifying, 
Verbal. 


Inflections (e a a) indicate elevations or depressions of 
the key-note in reading. 

Examples. —“ Do you go to Albany' ? ” "I go to Utica\” 


Measures 


(-) indicates the long sound of a Syllable, 
as hate, mete, note. 

(&) indicates the short sound of a Syllable, 
as hat, met, not. 


192 ENGLISH GRAMMAR — PART III . 


The Caret ( A ) is used between two Words, to indicate 
the place of words omitted and placed above the line. 

of mankind 

* Examples. —“ The proper study A is man.” 

Dieresis (••) is placed over the second of two vowels, to 
show that they belong to different syllables. 

Examples. —Preemption—Coeval—Reeducate. 

Observation. —The Hyphen is sometimes placed between the vow¬ 
els for a similar purpose. 

Examples. —Co-operate—Re-educate. 

The Index () is used to point out a word or sen¬ 
tence considered worthy of special notice. 

The Section (§ ) marks the divisions of a chapter or book. 

The SParagrapti (If) is used when a new subject of 
remark is introduced. 

Remember —The sign of the Paragraph is retained in the Holy Scrip¬ 
tures ; but in other compositions the Paragraph is sufficiently indicated 
by its commencing a new line-on the page. 

CAPITAL LETTERS. 

Remember —In the use of Capital Letters we should follow 
present fashion. We write and print in Capitals, 

1. The Pronoun “ I ” and the Exclamation “ O.” 

2. The first letter in every separate or independent Sentence. 

3. The first letter in every line in Poetry. 

4. The first letter in every Proper Noun or Noun personified. 

5. The first letter in every name of the Supreme Being. 

6. The first letter in every Noun used technically or as a title. 

Often an entire word is printed in CAPITALS. 

For fuller instructions—with Examples—on this, or on any other 
topic in Grammar, see “ Clark’s Normal Grammar.” 






















































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LITERATURE. 

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